INSTITUTE of BUSINESS MANAGEMENT

College of Business Management

Department of Management & HR

Principles of Management MAN 101

General Information

Title: Principles of Management Faculty: Dr. Shagufta Ghauri

Code: MAN 101 Email: [email protected]
Pre-requisites: Nil Office: Room 404, CBM
Semester: 1 Phone: (+92-21)111-002-004 / Ext:322
Consultation time: Mon to Thursday 12:30 to 2 pm

Course Specifications
Program(s) on which the course is given BBA/BS
Major or minor elements of programs BB/ABS
Department offering the program College of Business Management
Department offering the course Management & HR
Date of upgraded specification approval Nov 2, 2023
Course Description

This Course discusses fundamental management concepts, principles, processes and functions of
management. It also highlights historical and contemporary philosophies of management, and
develops the requisite skills needed for effective management in Organizations.
The course focuses on:
1. The development of realization of the importance of the science and art of management in personal
life and in an organizational setup.
2.To develop an understanding about "management" and its functional areas, such as, planning,
organizing, leading and controlling;
3. To develop certain competencies (managerial skills) such as analyzing, thinking, organizing,
communicating, reporting and decision making skills.

Course Objectives
At the end of the course, the student should:
1. To develop basic realizations of the importance of management in personal life as well as in
organizations.
2. To assimilate information and understand fundamental management principles and
managerial tasks
3. To understand and appreciate different managerial functions and their application in real life
organizational setting
4. Problem solving and critical thinking
5. Appreciation of contemporary management challenges.
6. Students should be able to identify the basic skills required for management challenges
related to such issues as people, personality, attitude, job satisfaction, ethics and global
environment
7. Reading of articles from Harvard, McKinsey Quarterly, Business section of the newspaper,
International & national Business magazines along with textbook chapters. Intention is to
have the interactive class discussions on the Global & National topics.

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Program Learning Outcomes (PLOs)
Knowledge Outcomes:

PLO1: Conceptual Knowledge and in-depth exposure to functional areas in business management
PLO2: Entrepreneurial mindset
PLO3: Conceptual knowledge leading to innovative industry driven projects

Skill / Attitude Outcome:

PLO4: Leadership and Social Skills

PLO5: Creative skills
PLO6: Critical thinking and application of conceptual knowledge

Course Learning Outcomes (CLOs) Aligned Program

Learning Outcomes

CLO1: Conceptual Knowledge

▪ Understand the theoretical underpinnings of the field of PLO1

management.
▪ Understand the application of knowledge in ways that will
enhance their abilities as a manager and leader.
▪ Understand the current research in the management field
and identify how it can be applied to workplace settings.
▪ Understanding of how management functions, tools and
concepts are applied for organizational effectiveness.
▪ Understand the dynamics of taking decisions to solve people
related problems.

CLO2: Intellectual/Creative skills:

● Analysis: can analyze with guidance using given

classifications/principles PLO5, PLO6
● Synthesis: can collect and categorize ideas and
information in a predictable and standard format
● Evaluation: can evaluate the reliability of data using
defined techniques and/or tutor guidance
● Application: can apply given tools/methods accurately
and carefully to a well-defined problem and begin to
appreciate the complexity of the issues

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CLO3: Professional and practical skills through experiential
learning:
● Application of skills: can operate in predictable,
defined contexts that require use of a specified range
of standard techniques PLO2, PLO3
● Autonomy in skill use is able to act with limited
autonomy, under direction or supervision, within
defined guidelines
● Students will be able to value managerial functions
in an organization through the experiential based
learning term project as well as classroom
experiential exercises.

CLO4: General and transferable skills:

● Group working: can work effectively with others as a
member of a group and meet obligations to others (for
example, tutors, peers, and colleagues)
● Learning resources: can work within an appropriate
ethos and can use and access a range of learning
resources PLO4, PLO6
● Self-evaluation: can evaluate own strengths and
weakness within criteria largely set by others
● Management of information: can manage information,
collect appropriate data from a range of sources and
undertake simple research tasks with external guidance
● Autonomy: can take responsibility for own learning
with appropriate support
● Communications: can communicate effectively in a
format appropriate to the discipline(s) and report
practical procedures in a clear and concise manner
● Problem solving can apply given tools/methods
accurately and carefully to a well-defined problem and
begins to appreciate the complexity of the issues in the
discipline

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 Course Teaching and Learning Activities
Assessment Brief Description Weight Aligned Course
Techniques Learning Outcomes
A1. Knowledge, understanding & reinforce
Quizzes class learning concepts. 10% CLO1, CLO2, CLO3,
CLO4
A2. Knowledge, understanding & reinforce
Assignments class learning concepts 10 % CLO1, CLO2, CLO3,
CLO4
A3. Knowledge and understanding
Midterm exam (Students will be checked in a 30 % CLO1
controlled environment for independent CLO2
understanding of the core concepts)
Professional skills & subject knowledge
(Students will be asked to demonstrate
the acquisition of certain skills or
knowledge).
A4. Class Intellectual and analytical skills
Discussions / (Through the semester) 05 % CLO1, CLO2, CLO3,
Participations CLO4
A5. Reflection Professional and practical skills 05% CLO1, CLO2, CLO3,
CLO4
A6. Final exam Professional skills &subject knowledge
(Students are expected to analyze and 40 % CLO2, CLO3, CLO4
apply concepts and principles learned in
class).
Total: 100 %

Formative Assessments:
● In class support behavior

● Punctuality and Attendance

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 Session Topics
Module 1: Introduction to Management

Week 1 Introduction to Management

Topics:
a. Why are Managers important?
Who are Managers and Where do they Work?
b. What do Managers do?
Management Functions
Mintzberg’s Managerial Roles and a Contemporary Model of Managing
Management Skills
c. Why study Management?
The Universality of Management
The Reality of Work
Rewards and Challenges of Being a manager
How is the Manager’s Job changing?
d. Contemporary approaches to management

Learning Objectives:
After studying this chapter, the students will be able to:

a. Tell who managers are and where they work.

b. Explain why managers are important to organizations.
c. Describe the functions, roles, and skills of managers.
d. Describe the factors that are reshaping and redefining the manager’s job.
e. Explain the value of studying management.

Methodology: Lecture, class discussion, real world examples

Pedagogy:
Pre-Class independent study
Input session (students centered)
Lecture with discussion
Review and evaluation (student centered)
1. Lecture with discussion
2. Review and evaluation (student centered)

Post Class Readings

Manager and his work by Peter F. Drucker

Module 2: Planning
Week Foundation of Planning
2&3
a. The What and Why of Planning
What Is Planning?
Why Do Managers Plan?
Planning and Performance

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 b. Goals and Plans
Types of Goals
Types of Plans
c. Setting goals and developing Plans
Approaches to Setting Goals
Developing Plans
Approaches to Planning
d. Contemporary issues in Planning
How Can Managers Plan Effectively in Dynamic Environments?
How Can Managers Use Environmental Scanning?

Learning Objectives:
After studying this chapter, the students will be able to:

a. Define Planning
b. Distinguish between strategic and operational plans
c. Contingency factors in Planning
d. Organizational Objectives

Methodology
Lecture, discussion, real world examples

Pedagogy
1. Pre-Class independent study
2. Input session (students centered)
Pre-Class Readings
The Power and Purpose of Objectives: The Marks & Spencer Story and Its Lesson

Post-Class Readings
● Planning in an agile organization
(https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/
planning-in-an-agile-organization)

Week 4 Decision Making and Ethics

Topics:

a) Types of Decisions and Problems

● Programmed and Nonprogrammed

● Decisions

● Facing Uncertainty and Ambiguity

b) The Decision- Making Process
c) Approaches to Decision Making
● Rationality

● Bounded Rationality,
Intuition
Evidence-Based Management

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 d) Decision Making Tools
Decision tree
Probability Theory

Learning Objectives:
After studying this chapter, the students will be able to:

a. Describe the eight steps in the decision-making process.

b. Develop your skill at being creative.
c. Explain the four ways managers make decisions.
d. Classify decisions and decision-making conditions.
e. Describe how biases affect decision making.
f. Know how to recognize when you’re using decision-making errors and biases and
what to do about it.
g. Identify effective decision-making techniques.
h. Understand and analyze the strategy formulation and execution.
Methodology
Lecture, class discussion, real world examples

Pedagogy
Pre -Class independent study
Input session (students centered)
Lecture with discussion
Review and evaluation (student centered)
 Pre Class-Readings
Rational and non-rational decision making
 Post Class Readings
Making Ethical Decisions

Week 5 Strategy Formulation and Execution

Topics
● The Strategic Management Process

● SWOT Analysis

● Strategy Formulation

● Strategy Execution

Learning Objectives:
After studying this chapter, the students will be able to:
● Understand the components of strategic management and three levels of
strategy
● Understand and analyze the strategy formulation and execution.
● Explain the strategic management process.
● Summarize how SWOT analysis can be used to evaluate a company’s strengths,
weaknesses, opportunities, and threats

Methodology
Lecture, class discussion, real world examples

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 Pedagogy
Pre -Class independent study
Input session (students centered)
Lecture with discussion
Review and evaluation (student centered)

 Pre-Class Readings
Strategic Positioning and its principles
 Post-Class Readings
Establishing Business Level Strategies

Module 3: Organizing
Week
6&7 Topics: Organization Structure and design

a. Designing Organizational structure

Work Specialization
Departmentalization
Chain of Command
Span of Control
Centralization and Decentralization
Formalization

b. Traditional Organizational designs

Simple Structure
Functional Structure
Divisional Structure
c. Mechanistic and Organic structures
d. Contemporary Organizational designs
Team Structures
Matrix and Project Structures
The Boundaryless Organization
Learning Organizations

Learning Objectives:
After studying this chapter, the students will be able to:

a. Define Org. structure and design

b. Vertical dimensions of Organization
c. Horizontal dimensions of Organizations
d. Various types of departmentalization
e. Cross functional teams and matrix organization

Methodology
Lecture, class discussion, real world examples

Pedagogy
1. Pre-Class independent study
2. Input session (students centered)

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 3. Lecture with discussion
4. Review and evaluation (student centered)

 Pre-Class Readings
Designing organizational Structure
 Post-Class Readings
Contingency Design: Factors in Creating the Best Structure

Mid Term
Module 3 Leading
Week Topics: Leadership
9&10
From Management to Leadership

Difference between manager and leaders.

Leadership Traits
Behavioral Approaches
● Task Versus People

● The Leadership Grid

Contingency Approaches
● The Situational Model of Leadership

● Fiedler’s Contingency Theory

Charismatic and Transformational Leadership
● Charismatic Leadership

● Transformational Versus

● Transactional Leadership
Power and Influence
● Hard Position Power Personal Soft Power

● Other Sources of Power

● Interpersonal Influence Tactics

● Emotional Intelligence

Learning Objectives:
After studying this chapter, the students will be able to:

a. Define the nature and function of communication.

b. Describe methods and challenges of interpersonal communication
c. Define leader and leadership.
d. Compare and contrast early theories of leadership.
e. Describe the three major contingency theories of leadership

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 Methodology
Lecture, class discussion, real world examples

Pedagogy
1. Pre -Class independent study
2. Input session (students centered)
3. Lecture with discussion
4. Review and evaluation (student centered)
● Pre-Class Readings
Leadership and Management- The two creations
● Post -Class Readings
Leadership That Gets Results by Daniel Goleman

Week Topics:
11&12 a) Motivating Employees
● The motivation processes

b) Content Theories of motivation

● The Hierarchy of Needs

● ERG Theory

● A Two-Factor Approach to Motivation

● Acquired Needs

c) Process Perspectives on Motivation

● Goal Setting

● Equity Theory

● Expectancy Theory

d) Reinforcement Theory

e) Motivation through job design

Job Characteristic Model

Methodology
Lecture, class discussion, real world examples
Pedagogy
1. Pre-Class independent study
2. Input session (students centered)
3. Lecture with discussion
4. Review and evaluation (student centered)

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  Pre Class-Readings
Basic Motivation Process
• Post-Class Readings
Motivation through Job Design

Module 4 Controlling
Week
13&14 Topic: Managerial control
a. What is controlling and why is it important?
The control Process
Controlling for Organizational and employee Performance
Tools for Measuring Organizational Performance

b. Planning and Control Techniques

Techniques for assessing the environment
Techniques for allocating resources
Contemporary Planning and control techniques
c. Managing Operations

Learning Objectives:
After studying this chapter, the students will be able to:
a. Explain the nature and importance of control.
b. Describe the three steps in the control process.
c. Explain how organizational and employee performance are measured
Methodology
Lecture, class discussion, real world examples

Pedagogy
1. Pre-Class independent study
2. Input session (students centered)
3. Lecture with discussion
4. Review and evaluation (student centered)

 Pre-Class Readings
Control Systems and Quality Management: Techniques for Enhancing Organizational
Effectiveness
 Post Class Readings
Making Work Productive: Controls and Tools
Week 15 WEEK 15

Revision of previous topics

Week 16 Final Exam

Students will be tested on their conceptual and applicative grasp of ALL the concepts of
Organizational Behavior taught. The three hours test should be prepared focusing sharply
on the learning outcomes detailed above, read together with the learning outcomes
identified in each of the significant sessions.

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Teaching and learning methods

The course is highly interactive between the class and the instructor. Through case
studies/presentations, problems, and specific experiential classroom activities, students will
have the opportunity to use the concepts, ideas, and strategies presented in class. Problem-
solving sessions occur in both individual (primarily) and team (occasionally) settings.

This introductory undergraduate course will incorporate a lecture and project-based

approach. The textbook used in this course will be used as a reference point for the
discussion(s). Students are encouraged to read and inculcate the major principles found in the
textbook.

Lectures, professional academic illustrative videos, class discussions, home exercises and
quizzes, case studies, presentations and a term project. Case studies will be selected to
develop specific, actionable skills and are not intended to be vehicles for endless discussions
and opinions. The lectures are designed to reinforce and expand upon, not to substitute for,
what students learn from the assigned readings and study.

The students are required to read business magazines, national dailies/ journals, classics in
OB and management, popular media, best sellers etc. The discussion and the reading would
help the students in relating the theory learnt during the course to the real world

RUBRIC FOR Principles of Management & Organizational Behavior - MAN 306

Case Study Grading Rubric

Written Report Grading Rubric

Criteria Exemplary Proficient Below Expectations
> 85% 70 – 85% < 70%
Reasoning Clear and accurate Reasons support Weak reasons and/or
and Analysis answers; insightful, answers with some / an irrelevant or confusing
specific. important reason(s) reasons given that don't
35% of Score overlooked; general support the answers;
examination and incomplete answers.
assessment.
Focus on Answers address the The answers are not as Some of the documentation
Topic questions clearly and detailed and/or concise relates to the assigned topic;
fully, showing higher as needed; and/ or use misuses or uses limited
25% of Score level analysis and limited course course vocabulary.
synthesis of concepts vocabulary.
and uses course
vocabulary.
Accuracy of All facts are accurate and All facts are accurate and No direct quotes or "work
Facts and relate back to the relate back to the consulted" used or referred

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Citations answer. Provided 2-5 answer, yet there was a to in the paper. Incorrect
citations throughout disproportionate amount facts and / or citations.
20% of Score paper using the text, of opinion based
interview and or other statements then facts.
related documentation. Provided 2-5 citations
throughout paper using
the text, interview and
or other related
documentation.
Mechanics/ Use of correct grammar, Enough errors to distract Numerous errors, paper hard
Organization spelling, and the reader; organization to read; questions are not
punctuation; well problems; questions not stated before answers;
20% of Score organized; one idea stated before answers; format details are not
follows another in a and / or format difficult adhered to.
logical sequence with to navigate.
clear transitions;
questions stated before
answers; format easy to
navigate.

Student Presentation Rubric

Criteria Poor Satisfactory Good Excellent

Organization Audience cannot Audience has Student presents Student presents

understand difficulty following information in information in
25% of Score presentation presentation logical sequence logical, interesting
because there is because student which audience sequence which the
no sequence of jumps around can follow audience can follow
information
Subject Student does not Student is Student is at ease Student
Knowledge have grasp of uncomfortable with expected demonstrate full
information; with information answers to all knowledge (more
35% of Score student cannot and is able to questions, but fails than required) by
answer questions answer only to elaborate answering all class
about subject rudimentary questions with
questions explanations and
elaboration
Quality of Presentation has Presentation has Presentation has Presentation has no
Visual Aids four or more three misspellings no more than two misspellings or
spelling errors and/or misspellings and/ grammatical errors.
15% of Score and /or grammatical errors. or grammatical Graphics explain
grammatical Occasional graphics errors. Graphics and reinforce screen

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 errors. Poor or no used relate to text and text and
graphics used presentation presentation
Elocution Student mumbles, Student’s voice is Student’s voice is Student uses a clear
incorrectly low. Student clear. Student voice and correct,
15% of Score pronounces incorrectly pronounces most precise
terms, and speaks pronounces some words correctly. pronunciation of
to quietly for terms. Audience Most audience terms so that all
students in the members have members can hear audience members
back of class to difficulty hearing can hear
hear
Eye Contact Student reads all Student Student maintains Student maintains
& Body of report with no occasionally uses eye contact most eye contact with
Language eye contact eye contact, but of the time but audience , seldom
still reads most of frequently returns returning to notes
10% of Score report to notes

Online/In-Class Participation/Preparation Rubric

Category Excellent Good Satisfactory Needs
(70 – 85%) (65 – 70%) Improvement
(85 – 100%) (65% and
below)
Contributions Routinely Usually provides Sometimes provide Rarely provides
provides useful useful ideas when useful ideas when useful ideas when
ideas when participating in participating in participating in
participating in the classroom classroom discussion. A classroom
classroom. A discussion. A satisfactory student who discussion. May
definite leader who strong student who does what is required. refuse to
contributes a lot of tries hard. participate or is
effort and who frequently absent
makes class from class.
discussions better.
Attitude Student is always Rarely is critical of Often or occasionally Often is critical of
respectful of his or ideas or work of has a positive attitude the work or ideas
her self, others, others. Often has a about the task(s) and of others. Rarely
and teacher, has a positive attitude behaves in a respectful behaves in a

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 positive attitude, about the task(s). manner. respectful manner.
and does not Usually treats
criticize anyone others and self with
else’s ideas or respect.
work. Students feel
safe participating
in her presence.
Preparedness Always comes to Very rarely late, Sometimes late to class, Frequently late to
& Focus class on time, almost always often brings materials class, rarely brings
follows all brings needed but sometimes needs to needed materials
classroom material to class, borrow. Usually follows and/or is rarely
procedures, brings almost always procedures and is ready to get to
needed materials to follows classroom usually in her seat ready work by the start
class and is always procedures and is to work by the bell. of class.
in her seat ready to ready to work by Focuses on the task and Has difficulty
work before the the bell. Focuses on what needs to be done focusing on class
bell rings. in-class work and some of the time. Often work and
Consistently stays what needs to be must be reminded by the procedures.
focused on in-class done most of the teacher about what
work and what time. needs to get done.
needs to be done.
Self-directed and
highly motivated.
Quality of Provides work of Provides quality Provides work that Provides sloppy
Work the highest quality work that reflects meets the requirements, work that reflects
that reflects the effort from the but more effort or time very little effort or
student’s best student. could have been given. does not turn in
efforts. any work.
Behavior Student is awake Student is awake Student is awake most Student frequently
and engaged in and engaged in of the time but has sleeps and/or
class on a daily class nearly every fallen asleep or has been disrupts class.
basis. Student day, and shows no distracting for a few
shows no disruptive behavior. classes.
disruptive
behavior.

Always= every single day Often= 2-3 times per week

Usually= on most days Sometimes= 1-2 times/ month
Frequently= 4+ times per week Rarely= 1-2 times per quarter

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 LMS Discussion Forum Participation/Preparation Rubric
Excellent Good Fair Poor No
100 points 80 points 60 points 40 points Credit/N
o
Submissi
on

Content Discussion Discussion Discussion Discussion Student

50 % postings postings postings postings do not did not
actively contribute to sometimes contribute to attempt
stimulate and the class' contribute ongoing activity
sustain ongoing to ongoing conversations or
further conversations as conversatio respond to peers'
discussion by evidenced by ns as postings. There is
building on stimulating evidenced no evidence of
peers' additional by replies to
responses discussion with stimulating questions.
including limited additional ==============
— affirming supporting discussion ===
statements experience or with Discussion
or references research limited postings are at
to relevant ============= supporting midpoint or later
research or === experience in the
— asking Discussion or week/module or
related postings research. contributions are
questions or, respond to most only posted on
— making an postings of the last day of
oppositional peers within a the module.
statement 48 hour period.
supported by
any personal
experience or
related
research.
Attitude & Written Written Some of Written Student
Etiquette interactions interactions on the written interactions on did not
20 % on the the discussion interaction the discussion attempt
discussion forum show s on the forum show activity
forum show respect and discussion disrespect for the
respect, interest in the board show viewpoints of
interest, and viewpoints of respect and others.
sensitivity to others. interest in
peers' the
gender, viewpoints
cultural and of others.
linguistic
background.

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Quality of Written Written Written Written Student
Writing/Proofread responses responses are responses responses did not
ing are free of largely free of include contain attempt
20 % grammatical, grammatical, some numerous activity
spelling or spelling or grammatic grammatical,
punctuation punctuation al, spelling spelling or
errors. The errors. The style or punctuation
style of of writing punctuatio errors. The style
writing generally n errors of writing does
facilitates facilitates that not facilitate
communicati communication. distract the effective
on. reader. communication.
Timeliness/ Meets All required All required Missing required Student
Frequency posting posts with no posts with posts and/or all did not
10 % timeline more than one several late late. attempt
guidelines in late. or missing activity.
syllabus or required
special posts.
assignment.
- Points are
awarded
“Per
Forum
Post”.
- 100
points = 1
mark

Writing Assignment Rubric

Criteria Below Expectations Proficient Exemplary

Reasoning Weak reasons Reasons support answers with Clear and accurate
and Analysis and/or irrelevant or some / an important reason(s) answers; insightful,
confusing reasons overlooked; general specific.
40% given that don't examination and assessment.
support the
answers; incomplete
answers.
Focus on Some of the The answers are not as detailed Answers address the
Topic documentation and/or concise as needed; and/ questions clearly and fully,
relates to the or use limited course showing higher level
20 % assigned topic; vocabulary. analysis and synthesis of
misuses or uses concepts and uses course
limited course vocabulary.
vocabulary.

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 Accuracy of No direct quotes or All facts are accurate and relate All facts are accurate and
Facts and "work consulted" back to the answer, yet there relate back to the answer.
Citations used or referred to was a disproportionate amount Provided 2-5 citations
in the paper. of opinion based statements throughout paper using the
10% Incorrect facts and / then facts. Provided 2-5 text, interview and or other
or citations. citations throughout paper related documentation.
using the text, interview and or
other related documentation.
Mechanics/ Numerous errors, Enough errors to distract the Use of correct grammar,
Organization paper hard to read; reader; organization problems; spelling, and punctuation;
questions are not questions not stated before well organized; one idea
10 % stated before answers; and / or format follows another in a logical
answers; format difficult to navigate. sequence with clear
details are not transitions; questions
adhered to. stated before answers;
format easy to navigate.

Rubric for marking

Attribute Grade Grade Grade Grade Grade
A B C D F
Demonstrates a Demonstrates Demonstrates Demonstrates Lack of
Conceptual clear and deep clear limited/surface a superficial understanding
Understanding understanding understanding understanding understanding and effort to
understand the
of the theory. of the ideas of the theory. of the theory.
theoretical
60% presented in concepts
the theory.
Structure Particularly clear Consistent focus Paragraph flow Weak Lack of focus
20% ideas with logical and and paragraph
transitions good transitions transitions are structure and
throughout adequate illogical
transitions

Language Language Free of errors in Minor errors in Fundamental Serious errors

20% especially mechanics. mechanics. mechanics in
clear and concise Clear Sentences could errors. Lack of mechanics.
with flawless and concise be clarity and Lack on
mechanics. language more effective concision clarity and
concision.

Facilities required for teaching and learning

● PC with printer with instructor

● Classroom multimedia with full sound system

● Classroom overhead projector

● Panoramic whiteboard across front class wall

Books / Materials:

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 1. Organizational behavior By Stephen P. Robbins 16th edition.
2. Introduction to Management Richard L. Daft 12th edition
3. Management by Mary Coulter & Stephen P. Robbins, 14TH edition
4. Modern Management 12th edition by Samuel C. Certo & S. Trevis Certo
5. Management by Kathryn M. Bartol & David C. Martin
6. Organizational behavior (human behavior at work) By John W. Newstrom &Keith Davis 11 th
edition.
7. Organizational behavior (understanding and managing life at work) By Gary Johns.
8. Organizational behavior By Mamta Pandey &Yogendra Singh.

Semester-Long Experiential Learning Project

An effective way to help students learn about the dynamics of Organizational behavior is through
conducting research in an organization on an assigned topic. The final outcome would be a report due
two weeks before final exam. However, there would two progress review meetings before the
submission of final report.
Instructions:

Report writing format

The report should consist of:
1. Title page
2. Index
3. Executive Summary
4. Introduction
5. Theoretical understanding ( of the given parameters)
6. Organizational Comparison
7. Conclusion
8. Recommendation
9. Appendices

Objective: The objective of this business report is to examine and document in some detail how the
theory taught in the being applied in practices in a real-life business organization.

Company Description: A short description about the company, its businesses, the market in
which it operates, the products, its business partners, its geographic location , its owners, its
industry, its competitors
1. Planning

● Vision

● Mission

● Goals (Strategic goals vs. Financial Goals)

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 ● Plan –Strategic vs. operational, long term vs. short term , directional vs. specific,
single use vs. standing
2. Organizing

● Define the hierarchy from top to bottom in the form of structure-organogram

● Indicate the number of employees and department

Which of the five form of departmentalization they have implemented in the
company?
● Discuss about the organization structure

● What type of organizational structure they are following in order to meet the
organizational goals
● How the structure has been aligned with the external environment? Is it really being
responsive to the changing conditions of the external market? Justify your answer
according to the current situation
3. Leading

● What is the role of the leader(s) in order to retain and motivated employees to
achieve organizational goals?
● What motivational practices are applied within the organization in order to keep
the employees energetic at all times
● What kind of leadership style they are using

● Diversity- male/ female ratio, cultures, and ethnicities they belong to

4. Controlling

● What controlling processes are in place to ensure that goals are achieved
consistently?
● How employees’ progressed is monitored?

● What types of control are in place-including financial and information

control?
● Other controlling procedure or mechanism if any?

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Head of Department Dean
Date: / / Date: / /

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