Jindal Global Business School

Course Outline

Course Title Understanding Human Behaviour

Core or elective Core
Program and Batch BBA 2024
Semester & Academic Year Fall 2024
Credits 3
Discipline/Area Organizational Behaviour and Human Resources
Provide details, if this course is a prerequisite for any Organizational behaviour 1, 2
course/specialization
Name of the Faculty Member/Course Instructor
Contact Details of the Faculty Member
Contact Details of Support Staff jgbs-eo@jgu.edu.in
Faculty Member’s Open Office Day/s & Time

Introduction to the Course

Psychology is the study of the human mind and behaviour. The course aims to familiarize students
with various concepts, theories, and research investigating human behaviour. The course examines
both theoretical and practical aspects of psychology. Core areas of study introduce the students to the
scientific bases of psychology, including research methods, perception, cognitive processes,
intelligence, and many more. The objective is to explore how psychology has contributed to
understanding individual, social, cultural diversity, and business.
Psychology is critical to the workplace. The concepts and knowledge acquired from psychological
concepts can enable managers at all levels of organizations to select, support, motivate and train
employees. The universality of Sensations, perceptions, and illusions may foster businesses to design
products, build better workspaces and foster healthy relationships. New findings in the field of
psychology can help increase productivity, identify training and development needs, and implement
policies. This course gently drives the students through various concepts and their application in the
business world.

Course Learning Objectives

At the end of the course, students should be able to

CLO 1. Understand basic concepts and methods in psychology and their application in everyday life
specifically in management
CLO 2. Understand the styles of learning and memorising and their effect on decision-making
CLO 3. Learn to identify the problems, analyse and propose creative solutions through distinct
individual perceptions
CLO 4. Understand the role of personality, attitudes, and emotional intelligence in intra and
interpersonal relationships
CLO 5. Understand how to fight stress and maintain a work-life balance.

BBA Progroamme
BBA Programme Learning Objectives
Competency Goals (PLOs)
(PCGs)
Students will be able to

Technologic 1. Understand relevant

al Agility: business technologies
Ability to
adopt
relevant
1 techniques 2. Understand future
and tools for technologies in business
better domain
business
decision
making.
Responsible 3. Understand the
Global interplay between local
Citizenship: and global business issues
Ability to 4. Demonstrate sensitivity
understand towards ethical issues
the interplay 5. Demonstrate sensitivity
between towards social issues
2 local and
global issues
and to act
with
6. Address societal issues
sensitivity
towards
ethical and
social issues
Effective 7. Present their ideas with
communicat clarity
ion: Ability 8. Prepare an organized
3 to effectively and logical business
exchange document
ideas and 9. Use technology for
information effective communication
4 Critical 10. Identify main issues of
Thinking: business problems
Ability to 11. Examine information
identify, from different sources
 12. Draw inferences from
analysis
13. Evaluate alternatives
analyze
business 14. Summarize and
problems and conclude

CLO-PLO-PCG Assessments Mapping Matrix

Course Learning Program Learning Program Competency Course Assessment

Objectives (CLOs) Objectives (PLOs) Goals (PCGs) Item

On successful This course helps you to This course helps you This learning outcome
completion of the course, develop the following to develop the will be assessed in the
students should be able Program Learning following Program following items
to: Outcomes: Competency Goals:

CLO 1 PLO 6,8,9,10 CG 3,2 A1,A2 A3,

CLO 2 PLO 1,2,8,10 CG1, 3 A1,A2,A3,

CLO 3 PLO 1, 9,10 CG 3,4 A1, A2, A3,

CLO 4 PLO 1,2,3,4,5,6 9,10 CG 1,2, 3 A1, A2, A3,

CLO 5 PLO,5,6,8,10 CG 2,3 A1,A2,A3,

Evaluation Schema
The course grade will be determined based on:

Assessment Task Weightage Nature Week of PLO’s to be

(Percentage) (Individual/Group) Assessment Assessed
A1: Class 5+5%=10% Individual/Group Each session PLO5,6,7,9,10,
Participation 11,12
 A2 : Project 15+5= 20% Individual Week 9-15 PLO 5,6,9,10
conduction &
presentation
A3 Midterm 20% Individual Week 7/8 PLO5,6,8,9,10

A5 End term 50% Individual In Examination PLO5,6,8,9,10

Examination Week

Description of Assessments:

A1. Class participation: The student participation in class will be assessed through group
presentations on a specified concept supporting it with daily life examples. The presentations would
also serve as a recapitulation for the rest of the class. This carries 5 marks
Participation in class discussions during the lectures will also be considered for the assessment.
Interaction during guest lectures will be counted as class participation. This carries 5 marks

A2 Project: An experimental learning-based project on a self-analysis through three self-assessed

experiential exercises/ experiments done during the course of study in Experiential Learning Sessions.
Students will then prepare a comprehensive profile for a better understanding of themselves.(5 marks
for conduction of each tests- 5*3=15)

1. The big five personality traits

2. Emotional intelligence inventory- PANAS
3. Percieved stress scale

A2. Project presentation- Result analysis and discussion of the test through a ppt presentation (5 marks for
presentation)

Rubrics for A2: Project and Presentation-

Learning Objectives Below Basic Average to Good Excellent
Students will be able to The student either The student The student
present their ideas with completely fails to demonstrates good demonstrates an
clarity. demonstrate OR clarity while presenting excellent clarity of the
demonstrates a minimal their ideas, with minor concepts with no gaps in
and inadequate clarity of gaps in their their understanding. The
the concepts while understanding. The presentation of ideas is
presenting their ideas. presentation is somewhat coherent and logical.
The presentation is not coherent
coherent and the ideas
presented are not clear.

Students will be able to The student either fails The student prepares and The student prepares and
prepare an organised and to prepare or submits a submits a document submits a document
logical document. document wherein the wherein the organisation wherein the organisation
organisation of the of the content, and the of the content, and the
content and inherent inherent logic is present, inherent logic is
logic are minimal and and there are only minor excellent with no
inadequate. shortcomings. significant or minor
shortcomings.
 Students will be able to Uses sources that are Uses sources that Uses sources that meet
examine the information inappropriate or not on adequately meet the the information needs.
from different sources topic. information need, though
little evidence of more Demonstrates vital skill
Demonstrates little or no than systematic in searching, selecting,
skill in searching, exploration. and evaluating sources to
selecting, and evaluating meet the information
sources to meet the Demonstrates adequate need; unique
information need. skill in searching, identification of uniquely
selecting, and evaluating salient resources.
sources to meet the
information need.

A3: Midterm: Paper pencil test on first two units

A5. End-term examination: A final exam will be a written test with a mix of objective and
subjective application-based questions to assess the concepts taught in the class. Situation-based
questions will be asked to enhance divergent thinking.

Teaching Method

The course will have a judicious mix of lectures, PowerPoint presentations, reference readings,
experiential learning, related videos, and cases. The facilitator will enhance the learning by relating
daily life occurrences to the concepts taught in the class. The cases will also be examples of real-
world phenomena where an issue will be seen from various perspectives to enhance divergent
thinking. The key to learning this way is to see many examples and situations, learn inductively from
different experiences and appreciate the other's viewpoint. The students are expected to go through
the readings and videos mentioned in the course outline and initiate discussions while learning the
respective content.

Textbook / Course Package / Other Readings

The reference books for the course are

 Ciccarelli, S.K., White, N. Psychology (3rd ed.). Prentice Hall.

 Baron, R.A.; Misra.G. Psychology (5th ed.).Pearson

 Morgan, C.T., King, R.A. Introduction of Psychology (7th ed.) Tata Mc Graw- Hill.

 Draft,R. The new era of management, Cengage Learning.

Session Plan

Session Details Topics CLOs Covered

Session 1-4
Objective of the session Introduction to Psychology
Subtopics to be covered 1. To learn the definition of psychology, mental processes, and CLO 1
behaviour.
2. To understand the types of behaviour- overt and covert. - a
 reference to bullying and discrimination at the workplace
3. To know about the Fields of Psychology with a focus on
industrial psychology
4. To understand why psychology is called a science- Methods of
psychology- experimentation, observation, case study, survey
methods
5. To learn the use of psychology in everyday life

Readings 1. https://www.youtube.com/watch?v=60qV9_DBt9Q- overt and

covert behaviour

2. Chapter 1 Ciccarelli, S.K., White, N. Psychology (3rd ed.).

Prentice Hall.

Case Title & Number ------------------------------------------

Pedagogy
Lecture, participative discussion, videos, ppts, examples
Session 5-8
Objective of the session Sensation and Perception
Subtopics to be covered 1. To recapitulate the importance of seven sense organs,
sensation, and transduction sensory receptors, threshold (jnd &
CLO 3
absolute)
2. To understand the difference between sensation and perception
3. To grasp the meaning of perception and its constancies
4. To interpret the Gestalt principles of perception in and around
us
5. To comprehend the Organization in the form of perception and
illusions- motion
6. To learn the Perceptual distortions- Stereotyping, halo effect,
projection, perceptual defense-
7. Attributions & fundamental attribution theory

Readings 1.https://www.youtube.com/watch?v=pEWOqCMKqJw-
sensation
2. https://www.youtube.com/watch?v=wVhiezByMSU- threshold
3.https://www.youtube.com/watch?v=1nAy-I1OiDU- perceptual
constancy
4.https://www.youtube.com/watch?v=sdSz5T6MfhA
5.https://www.youtube.com/watch?v=FryaH599ec0- gestalt
6. Chapter 3, Baron, R.A & Misra G. Psychology (5th ed.).Pearson

7. Chapter 17, Richard Draft. The new era of

management.Cengage learning

Case Title & Number

Pedagogy Lecture, participative discussion, videos, ppts, examples
Session 9 ELS
Session 10-13
Objective of the session Learning & Memory
CLO 2
Subtopics to be covered 1. To understand what is learning and how it occurs
2. To understand Classical Conditioning- It makes your mouth
water and its role in everyday life
3. To relate Operant Conditioning- What’s in for me. Carrot and
Stick policy to everyday learning
4. Schedule of reinforcement & workplace- pg 710
 5. To apprehend Cognitive learning – Spare the rod, spoil the
child- Learned helplessness, Insight learning, observational
learning, Latent learning and how it occurs
6. To learn the Use of this conditioning in the workplace
7. To identify the three processes of memory
8. To learn about the Atkinson model of memory
9. To identify why we forget
10. Enhancing memory

Readings 1.https://www.youtube.com/watch?v=TAc8yTjSD0I-
conditioning at workplace
2.https://oanhnguyenwritings.wordpress.com/2012/12/25/
classical-and-operant-conditionings-their-applications-in-hr-
management/
3.https://smallbusiness.chron.com/use-observational-learning-
workplace-11071.html- observational learning at workplace
4.https://smallbusiness.chron.com/apply-social-learning-theory-
workplace-12860.html1
5..https://www.simplypsychology.org/working%20memory.html-
working memory
6.https://www.simplypsychology.org/forgetting.html- causes of
forgetting
7. Emerald packaging and reinforcement- pg 712

8. Chapter 5, Ciccarelli, S.K., White, N. Psychology (3rd ed.).

Prentice Hall.

9. Chapter 17, Richard Draft. The new era of

management.Cengage learning

Case Title & Number ------------------------------------------

Pedagogy Experiential Learning Session 1 -Experiential learning through
verbal/ serial order test, primacy and recency effect- association,
serial order
Session 14 Guest Lecture**
Session 15-18 CLO 4
Objective of the session Personality & Behaviour
Subtopics to be covered 1. To identify the five trait dimensions of the five-factor
model of personality
2. To learn how attitude and behaviour are influenced by
personality- Locus of control, authoritarianism,
Machiavellianism.
3. To understand the concept of Person job fit & person-
environment fit
4. To learn the measurement of intelligence
5. To differentiate between intelligence, social
intelligence, and emotional intelligence
6. To understand the importance of emotional intelligence
in today’s management

Readings 1.https://peopledynamics.co/personalities-workplace-importance/
2.https://www.typefinder.com/blog/why-personality-matters-
workplace
 3.https://positivepsychology.com/emotional-intelligence-eq/

4.Whats your crisis EQ-Pg 637

5. Chapter 12 Ciccarelli, S.K., White, N. Psychology (3rd ed.).

Prentice Hall.

6. Chapter 17, Richard Draft. The new era of

management.Cengage learning

Case Title & Number

Pedagogy Lecture, participative discussion, videos, ppts, examples,
Experiential Learning Session-Projects
Session 19 ELS
Session 20 Guest Lecture**
Session 21-24
Objective of the session Motivation
Subtopics to be covered 1. To distinguish between extrinsic and intrinsic motivation
2. To identify the key elements of Herzberg’s two-factor theory- CLO 3, 4
pg 702
3. To understand Maslow’s theory of needs & applying it at the
workplace- pg 699
4. Expectancy theory and implication for managers- pg 706
Readings 1.
https://www.indeed.com/career-advice/career-development/maslo
ws-hierarchy-of-needs
2.https://smallbusiness.chron.com/hierarchy-needs-employees-
20121.htm

3. Chapter 10, Baron, R.A& Misra G. Psychology(5th ed.).Pearson

4. Chapter 19, Richard Draft. The new era of

management.Cengage learning

Case Title & Number

Pedagogy Lecture, participative discussion, videos, ppts, examples

Session 25-26 ELS : Experiential Learning Sessions- conduction and

interpretation of PERCIEVED STRESS INVENTORY
Session 27-30
Objective of the session Stress and Health
Subtopics to be covered 1. To distinguish between distress and eustress
2. To identify the causes of stress
3. To learn the causes of Work stress- pg 647 - draft CLO 5
4. Type A &Type B behaviour
5. To learn how personality and attitudes can influence a person's
reaction to stress
6. To learn stress coping mechanisms.
7. New workplace responses to stress management- pg 649

Readings 1. https://courses.lumenlearning.com/suny-orgbehavior/chapter/7-
2-what-is-stress/
3 Chapter 13 Ciccarelli, S.K., White, N. Psychology (3rd ed.).
 Prentice Hall.
4. Chapter 19, Richard Draft. The new era of
management.Cengage learning
Case Title & Number -------------------------
Pedagogy Lecture, participative discussion, videos, ppts, examples

Disability Support

JGU endeavours to make all its courses accessible to students.

The Disability Support Committee (DSC) has identified conditions that could
hinder a student's overall well-being. These include physical and mobility-
related difficulties, visual impairment, hearing impairment, mental health
conditions, and intellectual/learning difficulties, e.g., dyslexia and dyscalculia.
Students with any known disability needing academic and other support are
required to register with the Disability Support Committee (DSC) by following
the procedure specified at https://jgu.edu.in/disability-support-committee/

Students who need support may register any time during the semester up until
a month before the end semester exam begins. Those students who wish to
continue receiving support from the previous semester, must re-register within
the first month of a semester. Last-minute registrations and support might not
be possible as sufficient time is required to make the arrangements for support.
The DSC maintains strict confidentiality about the identity of the student and
the nature of their disability and the same is requested from faculty members
and staff as well. The DSC takes a strong stance against in-class and out-of-class
references made about a student's disability without their consent and
disrespectful comments referring to a student's disability.
All general queries are to be addressed
to disabilitysupportcommittee@jgu.edu.in