CHRIST (Deemed to University), Bangalore

DEPARTMENT OF PSYCHOLOGY

School of Social Sciences

Syllabus for
Master of Science (Psychology-Human Resource Development and Management)
Academic Year  (2023)

 
1 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPR111G ACADEMIC WRITING Skill Enhancement Courses 2 2 50
MPR131G ORGANIZATIONAL BEHAVIOUR Core Courses 4 4 100
MPR132G HUMAN RESOURCE MANAGEMENT-I Core Courses 4 4 100
MPR133G ORGANIZATIONAL DIAGNOSIS: THEORY AND METHODS Core Courses 4 4 100
MPR134G MENTAL HEALTH AT WORKPLACE Core Courses 4 4 100
MPR137G QUANTITATIVE AND QUALITATIVE RESEARCH METHODS Core Courses 2 4 100
MPR151G PSYCHOMETRIC TESTING PRACTICUM Core Courses 4 4 100
MPR181G COMMUNITY SERVICE Ability Enhancement Compulsory Courses 2 2 50
2 Semester - 2023 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPR211G PROFESSIONALIZATION SEMINAR-I Skill Enhancement Courses 2 2 50
MPR212G ORGANIZATIONAL LEADERSHIP AND CULTURE Skill Enhancement Courses 2 2 50
MPR231G ORGANIZATIONAL DEVELOPMENT-I Core Courses 2 4 100
MPR232G HUMAN RESOURCE MANAGEMENT-II Core Courses 2 4 100
MPR235G MANAGERIAL ECONOMICS Core Courses 4 4 100
MPR236G COGNITION AND BEHAVIOURAL NEUROSCIENCE Core Courses 4 4 100
MPR237G DATA ANALYSIS IN QUANTITATIVE AND QUALITATIVE RESEARCH Core Courses 4 4 100
MPR281G RESEARCH LAB-I Skill Enhancement Courses 2 2 50
3 Semester - 2022 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
MPR311G RESEARCH LAB-II Skill Enhancement Courses 2 2 50
MPR323G PROFESSIONALIZATION SEMINAR-II Skill Enhancement Courses 2 2 50
MPR331G ORGANIZATIONAL DEVELOPMENT-II Core Courses 2 4 100
MPR332G COGNITION AND BEHAVIORAL NEUROSCIENCE Core Courses 4 4 100
MPR333G STRATEGIC MANAGEMENT Core Courses 2 4 100
MPR334G BUSINESS PSYCHOLOGY Core Courses 2 4 100
    

    

Introduction to Program:

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Assesment Pattern

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Examination And Assesments

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MPR111G - ACADEMIC WRITING (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course description: This course will introduce students to the domain of academic writing and its intricacies. Every student regardless of his or her area of interest will be made to use an academic style of writing at different levels and at various points in time. This course will, therefore, seek to impart such knowledge about the styles of writing used in the current academic scenario. It will provide students with opportunities in the classroom setting to practice such styles, both individually and in collaboration with others. In doing so, it will allow students to delve deeper into the scientific literature, while also preparing them for efforts in research. The insights gained from such a course can be used by students as a foundation in their specialized line of work.

Course objectives:

  • To help the learner gain familiarity with different academic writing styles used in contemporary scientific journals.
  • To gain a better understanding of in-text and reference citations, APA formatting.
  • To introduce the concept of plagiarism and its types to avoid such academic forgery. 

Course Outcome

CO1: Scientifically acknowledge different sources of information in their writings

CO2: Write a document in APA format

CO3: Avoid plagiarism

Unit-1
Teaching Hours:8
Introduction to Academic Writing
 

An overview of the current status of academic writing and its importance; different approaches and processes; key issues: plagiarism, biases and frequent errors

Unit-2
Teaching Hours:10
Guidelines and rules in Academic Writing
 

Introduction to style and formatting guidelines from the American Psychological Association (APA); specific guidelines pertaining to in-text citations, references, and structures of academic papers

Unit-3
Teaching Hours:8
Forms of Academic Writing
 

Abstract writing; summarization; review of literature; scientific poster presentations; reflective, analytic and descriptive reports; book review; film review; tables and graphs in academic papers.

Unit-4
Teaching Hours:4
Experiential Learning as Assessment Strategies
 

Individual/Group presentations on forms and issues in Academic Writing; classroom assignments in generating abstracts, posters, reviews, etc

Text Books And Reference Books:
  1. American Psychological Association (2019), APA guide to electronic references (7th Ed.).Washington, DC: American Psychological Association
  2. APA. (2019). Publication manual of the American Psychological Association (7th Ed.).Washington, DC: American Psychological Association.
Essential Reading / Recommended Reading
  1. Hartley, J. (2008). Academic Writing and Publishing: A Practical Guide. Taylor and Francis. ISBN 0 203927982
Evaluation Pattern

Evaluation Pattern:

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Class participation & Attendance: 5 marks

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all the CIA components with an overall CIA mark of 25/50 to pass the course.


MPR131G - ORGANIZATIONAL BEHAVIOUR (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: This course is an introduction to organizational behaviour.  The course covers theories and research done in the area of organizational behaviour. It attempts to familiarize students with a micro and macro-level understanding of the organisation and its effect on behaviour, interaction patterns, social and group-level dynamics, emotions and cognitive functioning of units in the organization. However, the psychological understanding (social, cultural and organizational) of these facets shall be focussed on in order to make it congruent with the philosophy of this course. Diverse theories and case studies are included in this course. Students are expected to read diversified literature comprising articles from high quality journals, textbooks and reference book and develop their scientific understanding about the concepts.   

Course objective

  • To gain familiarity with the concepts of organisational behaviour.
  • To develop an understanding of the individual and group dimensions.
  • To understand the diversified human forces and to provide a platform to learn about the technological changes and its significance on human behaviour.

 

Course Outcome

CO1: Manage and develop human resources in the workplace.

CO2: Demonstrate the understanding of individual and group dimensions and their implications in organizations.

CO3: Evaluate why employees behave the way they do, and also thereby predict how they are going to behave in the future.

CO4: Analyze the critical issues in the current organizational context and understand organisational ethics.

CO5: Demonstrate the ability to communicate in a rational manner by giving scientific explanations about their behaviour, leading to positive results and productive. environment in the workplace.

Unit-1
Teaching Hours:20
Evolution and Emergence of OB
 

Defining Organizations and Organizational Behavior. Historical background for modern organizational behaviour. Theoretical Frameworks; Micro and macro perspectives.  Models of  Organizational Behavior. Contributing disciplines to OB.   Challenges and Opportunities of today’s organizations: The role of Information Technology.  Total Quality Management. Learning Organizations.  Organizational Technology

Competencies: Professional practice- External trends

Ethical behaviour in organizations.

Contemporary issues at the workplace: Violence, Sexual harassment, Absenteeism, Attrition. Case studies and exercises

Unit-2
Teaching Hours:15
Individual at workplace- 1
 

Motivation concepts and applications: Content, Process and Contemporary theories of work motivation. Managing work motivation. Goal setting. Management By Objectives (MBO).

Attitude- Attitude definition, work attitudes. Changing attitudes. Values- organizational values and work values. Job Satisfaction- Influences, Outcomes and Consequences. Organizational Commitment- Outcomes. OCBs

Unit-3
Teaching Hours:10
The Individual at Workplace-2
 

Learning: Theories and its organizational applications- Reward systems (Pay, Recognition & Feedback) and Behavioural Performance Management/OBM.  Personality:  Personality determinants, Type and trait theories (“Big five” personality traits & MBTI), Personality- job fit theory, Personal effectiveness.

Unit-4
Teaching Hours:15
Groups and Teams
 

Foundations of Group behaviour- Nature of groups. Dynamics of informal groups, Dysfunctions of groups and teams. Understanding teams and teamwork: Types of teams, Team building, Effectiveness and Cohesiveness. Individual and Group Decision making: Models and styles of Decision making, Decision Making Biases, Group DM techniques, Creative DM techniques. Communication: Goals of organizational communication. Communication networks, Directions and dynamics of communication

Text Books And Reference Books:

1. Kreitner, R. & Kinicki, A. (2008). Organizational behaviour. 8th edn. New Delhi: Tata Mc Graw  Hill.

2. Luthans, F. (2008). Organizational behaviour. 11th ed. Boston: Mc-Graw Hill International Edition.

Essential Reading / Recommended Reading

1. Michener, H.A., Delamater, J.D., &  Myers, D.J. (2004). Social psychology (5th ed.). Belmont, CA: Wadsworth/ Thomson Learning.

2. Morgan, C.T, King, R.A. (1986). Introduction to psychology. 7th ed. New Delhi: Tata McGraw Hill publishing company limited.

3. Pareek, U. (2007). Understanding organizational behaviour. 2nd. Ed. New Delhi: Oxford University Press.

4. Robbins, S.P. (2009). Organizational behaviour. 14th ed. New Delhi: Prentice-Hall of India Private Limited.

5. Newstrom, J.W. (2007). Organizational behaviour – Human behaviour at work. 12th edition, Tata McGraw Hill Publishing Company Ltd: New Delhi.

6. Slocum, J.W. & Don Hellriegel. (2007). Fundamentals of organizational behaviour.  Thomson Learning: India

7. Sinha, J.B.P. (2013). Culture and organizational behaviour. New Delhi: Sage

8. Sinha, J.B.P. (1990). Work culture in the Indian Context. New Delhi: Sage

9. Wilson, F. (2004) Organization behaviour and work: A critical introduction perspective. New York: Oxford University Press

10. Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organizational climate and culture. Annual Review of Psychology, 64, 361-388.

11. Weick, K. E., & Quinn, R. E. (1999). Organizational change and development. Annual review of psychology, 361-386.

12. Suitable articles from Journals  such as a) Journal of applied psychology, Personnel Psychology, Academy of management journal, b) other important journals articles from Sage, Springer, Elsevier, Wiley etc

Evaluation Pattern

Evaluation Pattern: 

Assessment will be conducted by Steinbeis, Germany. The competencies of the students gain from this subject will be assessed through group presentations, quiz and discussions.

MPR132G - HUMAN RESOURCE MANAGEMENT-I (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: This course has been conceptualized in order to give students an insight of the theoretical and practical perspective, concepts, issues and practices in Human Resource Management. The course is divided in two parts and will be completed over two semesters. The present course that comprises the Part I component highlights on the key functions of planning, acquiring and training resources through a scientific approach by understanding the HRM Model and practices.

Course Objectives: 

This course will help the learner to

  • Gain familiarity with evolution and models of HRM
  • Understand the key functions in the area of Planning, acquiring and training resources
  • Learn about the global environment, diversity issues and best practices in the organizations

 

Course Outcome

CO1: Comprehend the evolution of HRM as a concept and employ the learnings of various perspectives in developing policies, procedures, and programs of HRM.

CO2: Plan, devise and manage key Human Resource functions within organisations.

CO3: Design training modules by analysing needs and recommending outcomes.

CO4: Examine various challenges and issues in talent management.

CO5: Examine current issues, trends, practices, and processes in HRM.

Unit-1
Teaching Hours:10
Introduction to Human Resource Management
 

History and evolution of the concept of HRM

HRM: Definition, nature, scope, objectives and importance,

Models of HRM, Policies, procedures and programs of HRM.

Role of an HR practitioner.

HRM: Line and staff aspects. HRM: current challenges and limitations

Unit-2
Teaching Hours:15
Human Resource Planning (HRP)
 

Human Resource Planning: Objectives, Importance, Process of HRP, Methods and techniques of HR

Job Analysis: Nature and use of job analysis, methods of job analysis, Process of job analysis. Job Description (JD), Job Specification (JS) and Role Analysis. Job design: Nature, techniques for designing jobs

Job Evaluation: Concept, Nature, Methods of job evaluation, limitations

Unit-3
Teaching Hours:15
Acquisition and Management of Human Resources
 

Recruitment: Definition, Process and methods, policies and procedures, limitations, external Vs internal recruitment.

Selection: Purpose, processes and methods.

Induction and placement: Aims and objectives of placement, induction/orientation. Internal mobility: Concept, transfer and employee separations.

Career Management: Nature and concept, stages of career management

Unit-4
Teaching Hours:20
Training and Development of Human Resources
 

Training: Process, Need and significance, Models

Training Design and methods: Techniques and method, E-learning, Creative training, Instructional design, Executive development

Training Evaluation: Competency Mapping, Logic Model

HRD in India: HRD in Indian industry

Text Books And Reference Books:

1. Dessler, G. (2009). A framework for human resource management, 5th ed. Pearson/Prentice Hall Publishing.

2. Rao, V.S.P. (2005). Human resource management: Text and cases, 2nd ed. Excel books.

3. Nick, P. B., & James, T. W. (2012). Effective training - systems, strategies and practices. Pearson.

4. Bhatia, S.B. K.  (2009). Training and development: concepts and practice. New Delhi: Deep and Deep publication private limited.

5. Noe. R. (2012). Employee training and development. New York: McGraw-Hill Education

Essential Reading / Recommended Reading

1. Decenzo, D. A.  & Robbins, S.P., (2002). Human resource management. John Wiley and Sons Inc.

2. Pareek, U. (2010). Training instruments for HRD. New Delhi: 3rd Edition, Mc Graw Hill.

3. Pulliam, P.P (2015). ASTD Handbook of Measuring and Evaluating Training, Viva Books, NewDelhi.

4. Page, R. & Tickell. M (2014). Learning and Development: 1st Edition, London, Kogan Page.

Evaluation Pattern

Evaluation Pattern: 

Assessment carried by Steinbeis, Germany

MPR133G - ORGANIZATIONAL DIAGNOSIS: THEORY AND METHODS (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: This course has been conceptualized to provide an examination of the application of psychometric testing in organizations for the purpose of organizational diagnosis. This paper helps to understand the human systems, collecting valid data about human experience and feeding the information back to the system.  This forms the basis of knowledge for the use of psychological assessment in the practice of diagnosis under organizational development. The paper ensures that student build skills to be able to critique psychometric instruments with respect to normative data provided in a technical manual, be aware of multicultural concerns related to testing, and integrate test scores into a meaningful communication in the form of a psychological report. At the institutional level, the course focusses towards developing professional excellence by enhancing the practical skills along with their analytical ability with critical and solutional-oriented thinking.

Course objectives: This course will help the learner to

  • Demonstrate knowledge of fundamental principles of Organizational Diagnosis
  • Understand the intersection of theory, method, data and values
  • Demonstrate knowledge of various psychological assessments
  • Interpret and report psychometric properties of tests such as reliability, validity

Course Outcome

CO1: Explain apply the fundamental principles of organizational diagnosis

CO2: Demonstrate knowledge regarding teams and groups & interrelations; the interventions and applications

CO3: Compare the various modes of data collection & analysis

CO4: Analyze and evaluate which type of assessments could be deployed, based on the context

CO5: Critique which type of psychometric tests can be deployed in the process of diagnosis

CO6: Enable the deployment of design thinking for problem solving

Unit-1
Teaching Hours:10
Introduction to Organisational Diagnosis
 

Importance of Organisational Diagnosis; Definition; Significance of a paradigm and relevance of Theory and Practice; Historical origin of organizational diagnosis, Organizational diagnosis modules, Contemporary stautus of Organizational Diagnosis 

 

 

 

Unit-2
Teaching Hours:10
Team Interventions and Embedded Intergroup Relational Theory
 

Concept of Team and Interventions, Types of Interventions (Team, Intergroup, Comprehensive, Structural), Team Interventions: Formal Group Diagnostic Meeting, Formal Group Teambuilding Meeting, Process of Consultation, Gestalt Approach, Intergroup and Third Party Peace-Making Interventions- Walton’s Approach, Organisation Mirror, Partnering. Laws of Embedded intergroup Relations

Unit-3
Teaching Hours:20
Psychological Assessment in Organizational Setting
 

Psychological Assessment & Testing: Definition and Purpose of psychological assessment in an organizational setting from a Hiring and Developmental perspective; Other purposes: Internal Selection; Current Role/Job Fitment; Succession Planning; Training Needs analysis, Career Development. Advancements in the area of assessment: Use of computers. Gamified assessments. 

Classification of psychological tests: Behavioral observation, self- report, Standardized/ non- standardized, Objective/ Projective, Dimensions measured.

Assessment Principles: Objectivity, Standardization, Reliability, Validity, Norms, Benchmarking 

Ethical & Social Considerations in Testing: Ethical principles by APA, User qualifications, Testing Instruments and Procedures, Protection of Privacy, Confidentiality, Communicating test results, GDPR

Unit-4
Teaching Hours:20
Methods of Assessment and Application
 

Instrument selection, Administration, Scoring and Communicating Results, De-briefing of Behavioral Reports

Questionnaires: Characteristics, Functions and Types ((Self-assessment, Situational Judgment Questionnaire, 360 degree behavioral feedback assessment, Projective Techniques)

Interview: Types (Situational, Focus Group, Behavioral Event Interview) and functions of Interview, Factors affecting Interview, Advantages and Disadvantages, Important sources of error in Interview.

Observation: Purposes and Types of Observation (Participation, Non-participation, Direct and Non-direct observation, CIT, etc.) 

Rating Scales: Meaning and Types of Rating scales, Application of various psychological assessments in an organizational setting.

Design thinking strategy

Text Books And Reference Books:

1. Alderfer, C. (2010). The Practice of Organizational Diagnosis: theory & Methods. Oxford University Press.

2. Aiken, R.L. & Groth- Marnat, G. (2006). Psychological testing and assessment. USA: Pearson Education.

3. Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.

4. Kaplan, R.M. & Saccuzzo, D.P. (2007). Psychological testing: Principles, applications, and issues. Australia: Thomson Wadsworth.

 

Essential Reading / Recommended Reading

1. Clayton P. Alderfer and Ken K. Smith. (Mar. 1982) Studying Intergroup relations embedded in Organizations. Administrative Science Quarterly Vol. 27, No. 1), pp. 35-65 

2. Gregory, R.J. (2005). Psychological testing: History, principles and applications. New Delhi: Pearson Education. 

3. Singh, A.K. (2006). Tests, measurements and research methods in behavioural sciences. Patna: Bharati Bhavan.

Evaluation Pattern

Evaluation Pattern: 

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

 

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

MPR134G - MENTAL HEALTH AT WORKPLACE (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course focuses on creating awareness about the mental health issues that may be present in the workplace and its impact on work. It also focuses on how mental health issues can be addressed, and how and why referral has to be done.

Course Outcome

CO1: Deal with the mental health problems encountered in the organizations

CO2: Have adequate knowledge about the principles of ethical practice applicable to workplace counselling.

CO3: Understand the first aid that can be carried out in mental health problem among employees in an organization and also the need for referral

Unit-1
Teaching Hours:15
Introduction to mental health
 

Definition of mental health, Myths about mental illness and stigma attached to mental illness; ethical and legal issues related to mental health; Psychological first aid; Role of HR department in dealing with a person with mental health issues. Multicultural issues in the workplace that may contribute to mental illness; Psycho-education. Work-life balance of employees.

Unit-2
Teaching Hours:15
Mental illness and its Effects on the organization
 

Common mental health issues in the workplace – depression; anxiety; Bipolar affective disorder; Schizophrenia; Personality disorders; Substance abuse.

Impact of mental illness on the organization - Burnout, absenteeism, employee turnover, reduced productivity.  

Unit-3
Teaching Hours:15
Stress and its impact on Health and work
 

Meaning and Definition; Types of stress – Eustress and Distress; The physiology of stress; Sources of stress – within the personage; gender; personality; motivation; within the family—addition to the family, marital strain, divorce, illness, disability and death; Sources in the community and society—jobs and stress; environmental stressors

Theories of stress – Early Theory (Walter Cannon); stress as a stimulus (Holmes and Rahe), stress as a response – General Adaptation Syndrome (Hans Selye) and stress as an interaction (Lazarus)

Moderators of the stress experience – personality, social support, locus of control

Sources of Chronic Stress.

Stress-related illness – acute stress disorder, posttraumatic stress disorder migraine headache, digestive system disorders; asthma; hypertension, cardiovascular diseases, cancer Psychoneuroimmunology – autoimmune disorders ; 

Measurement of stress; Rating scales – life events(Holmes and Rahe), Daily hassles; physiological measurements – EMG; GSR;  

Coping with stress – emotion-focused and problem-focused coping.

Unit-4
Teaching Hours:15
Mental health interventions at work place and Organizational practices to improve employee mental health and productivity
 

Screening- Mental Status Examination (MSE). Process of referral to mental health professionals. Stress and burn out related interventions; Managing emergencies at the workplace- Crisis interventions. CBT,  JPMR, Yoga, Meditation, Art-based interventions, Gestalt therapy- empty chair technique.

Mentoring- Dimensions of mentoring, Forms of mentoring, Process of mentoring, Mentoring in Organizations: Power Mentoring, How Successful Mentors and Protégés Get the Most Out of Their Relationships. National mental health policy; In-house Mental Health and Wellness Programme.

Text Books And Reference Books:

1.     Carroll, M. & Walton, M. (eds.) (2003). Handbook of counselling in organizations. London: Sage Publications

2.     Coles A. (2003). Counselling in the workplace. Milton Keynes: Open University Press.

3.     Carroll, M. (1996). Workplace counselling. London: Sage..

4.     Foster, B. & Seeker, K.R. (1998). Coaching for peak employee performance: A practical guide to supporting employee development. New Delhi: Wheeler Publishing.

5.     Jerome, Paul J. (1998). Coaching through effective feedback: A practical guide to successful communication. New Delhi: Wheeler Publishing.

6.     American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5thed.). Washington, DC:  Author.

7.     World Health Organisation. (1992). ICD-10 Classifications of Mental and Behavioural Disorder: Clinical Descriptions and Diagnostic Guidelines. Geneva. Author.

8.     Ahuja N (2002). A short textbook of Psychiatry (5th edition). New Delhi. Jaypee Brothers.

9.     Sadock, B.J. & Sadock, V.A. (2003). Kaplan & Sadock’s Synopsis of psychiatry: Behavioral sciences/clinical psychiatry (9th. Ed.). Philadelphia: Lippincott Williams & Wilkins.

Essential Reading / Recommended Reading

1.     Orlans, V. & Edwards,  E. (2001). Counselling the organisation. Counselling at Work. Summer.

2.     Herriot, P. (2001). The employment relationship: A psychological perspective. London: Routledge

3.     McLeod, J. (2001).  Counselling in the workplace: The facts. A Systematic Study of the Research Evidence. Rugby: British Association for Counselling and Psychotherapy.

4.     Oher, J.M. (ed.) (1999). The employee assistance handbook. New York: Wiley.

Evaluation Pattern

Evaluation Pattern: 

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

 

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

MPR137G - QUANTITATIVE AND QUALITATIVE RESEARCH METHODS (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course is offered to students in the first semester to introduce them to the tradition of quantitative and qualitative research in psychology. It begins by discussing the philosophical foundations of quantitative and qualitative research followed by the scientific basis of research. Students are expected to see the links between scientific process of research and development in the field. Students will be introduced to research designs and process of research in quantitative and qualitative methods. 

Course Outcome

CO1: Define research and business research, understand the ontological and epistemological positions, explain and apply research terms

CO2: Describe the quantitative and qualitative research process and design, reflect on the research skills and ethical components.

CO3: Explain the importance of research and theory in business psychology and organizational behaviour.

CO4: Differentiate various data collection and sampling methods employed in quantitative and qualitative research

Unit-1
Teaching Hours:15
Foundation of quantitative and qualitative research
 

Quantitative research- Philosophical roots and history of scientific research; Purpose and need for psychological research; Ethical issues in psychological research

Qualitative research- Defining qualitative research and historical development; key philosophical and methodological issues in research; Different traditions in qualitative research

 

Unit-2
Teaching Hours:15
Process and Sampling
 

Introduction to sampling. Population and sample. Conceptualizing research question

Quantitative: Conceptualization, operationalization and measurement; Sampling techniques- probability and non-probability sampling techniques.

Qualitative: issues of paradigm, designing samples, theoretical sampling, issues of credibility and trustworthiness  

Contrasting quantitative and qualitative research process

 

Unit-3
Teaching Hours:15
Quantitative Data collection
 

Types of data, Levels of measurement, Types of variables, Hypothesis formulation

Research designs- Experimental, cross-sectional, longitudinal, comparative 

Methods of data collection- surveys, observation, questionnaires, psychometric tests

 

Unit-4
Teaching Hours:15
Qualitative Data collection
 

Methods of collecting qualitative data: Participant observation, Interviewing, focus groups, life history, oral history, documents, diaries, photographs, films, and videos; Conversation, texts, and case studies

Structured interviewing, Self-completion questionnaires, structured observation

 

Text Books And Reference Books:

Bryman, A. & Bell, E. (2007). Business research methods. Oxford University Press.

Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing among five approaches. SAGE Publications

Essential Reading / Recommended Reading

Coolican, H. (2014). Research methods and statistics in Psychology (6th ed). Psychology Press

Evaluation Pattern

Evaluation Criteria

One CIA will be conducted from the department for 30 marks. 50% of the marks should be obtained in the CIA. 

Attendance=5 Marks

 

 

 

 

MPR151G - PSYCHOMETRIC TESTING PRACTICUM (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

Course Description: The course introduces the students to various psychometric tests commonly used in the workplace. Aptitude tests, interest tests, intelligence tests, personality tests, motivation tests and creativity tests are explored. The course aims to teach the students how to analyse, interpret and write the report of psychometric tests. Projective tests, interpersonal tests and organizational and management tools are also covered. The course intends to give students hands-on experience in test construction based on the theories learnt and also train them in item analysis and item validation.

 

Course Objectives:

  • To understand the concepts and theories related to psychometric testing.
  • To gain knowledge in administering, reporting and interpreting results.
  • To understand and apply the process in the construction of a psychometric tool.

Course Outcome

CO1: Explain the concepts related to psychometric testing.

CO2: Exhibit knowledge in administering, interpreting and communicating the results.

CO3: Demonstrate the skills and knowledge in developing a psychological test.

Unit-1
Teaching Hours:15
Individual and group tests
 

Intelligence & Aptitude

Personality & Career Interest

Learning & Motivation

Creativity

 

Unit-2
Teaching Hours:15
Organizational Assessments
 

Interpersonal Relations

Leadership

Work Culture

Stress & Well being

Unit-3
Teaching Hours:15
Test Construction
 

Steps in test construction, Item Writing: types of items, General guidelines for item writing

Item Analysis: Meaning and Purpose, Item difficulty, Item validity, Internal consistency,

Item analysis of Power and Speed Tests

Unit-4
Teaching Hours:15
Reliability & Validity
 

Administration on fresh sample, computing correlation coefficient, computing validity coefficients

Text Books And Reference Books:
  1. Kaplan, R.M. & Saccuzzo, D.P. (2012). Psychological testing: Principles, applications, and issues.    Australia: Thomson Wadsworth.
  2. Aiken, R.L. & Groth- Marnat, G. (2006). Psychological testing and assessment. USA: Pearson Education.
  3. Anastasi, A. & Urbina, S. (1997). Psychological testing. N.D.: Pearson Education.
  4. McIntire, SA and Miller, LA. (2007). Foundations of psychological testing: A practical approach. Sage Publications.
Essential Reading / Recommended Reading
  1. Singh, A.K. (2017). Tests, measurements and research methods in behavioural sciences. Patna: Bharati Bhavan
  2. Whiston, S.C.(1999).  Principles and applications of assessment in counselling.
  3. Gregory, R.J. (2005). Psychological testing: History, principles and applications. New Delhi: Pearson Education
Evaluation Pattern

Evaluation Pattern: 

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

 

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

 

MPR181G - COMMUNITY SERVICE (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Course Description

In this course, students will spend four hours a week or a total of 30 hours during the semester involved in supervised community service. Students are encouraged to work alongside NGO’s or other professional bodies. Students will engage in activities such as children, adolescents and youth teaching/tutoring, community organization, psychological assessment and mental health awareness. Reflections on their interactions are an integral part of this course. Student engagement will be assessed by the supervisor.

Course objectives

This course will help the learner 

  • To choose a community-based organization that they are interested in working with. 
  • To support organizations to help the community.

 

Course Outcome

CO1: Identify community-based issues.

CO2: Provide assistance in community intervention programmes.

Unit-1
Teaching Hours:2
Introduction
 

Community service: The concept, Objectives and Scope; Need for community and Academia (University) interface. The role of a psychologist in community service: Social Psychologist, Community Psychologist & Counselor. Outcomes of community service: Personal outcome; Social outcome, Learning outcome and Career outcome.

 

Unit-2
Teaching Hours:15
Field work
 

Students in groups will partner with various NGO’s and organizations working in the areas of education, development, interventions and mental health. As part of the course requires the students will be involved in the community-oriented activities of the organizations they affiliate with. The NGO’s or Organizations along with the faculty coordinator will be responsible for the process delivery. These placements will offer students hands-on experiences in working with various issues in the community and facilitate meaningful learning. 

 

Unit-3
Teaching Hours:13
Reflection
 

Reflection is a core component of Community service. It is a period of critical thinking performed by the student and is based on a specific or overall experience of the student.   It guides students towards greater personal development by coming to a better understanding of their own values, opinions, and assumptions. The types of reflection which can be used are, class discussion, brainstorming, sharing of critical personal and group incidents, directed writings, experiential research paper, student portfolios and so on. The students are expected to discuss in groups at the end of this course using the following guidelines.

Reason for choosing the organization

•The planning phase of service-learning initiatives

•Logistics for the initiative of the action

•Stakeholders/beneficiaries 

•Execution of the action initiative

•Specific learning outcome

•Evaluation 

 

Text Books And Reference Books:
  1. Pawar, M. (2014). Social and Community Development Practice (1st ed.). Los Angeles: SAGE India.
  2. America’s Promise—The Alliance for Youth (2004). Connecting Communities with Colleges & Universities.  909 North Washington Street, Suite 400, Alexandria,VA 22314-1556.

 

Essential Reading / Recommended Reading
  1. Bringle, R. G. & Hatcher, J. A. (1996). Implementing Service-Learning in Higher Education.   The Journal of Higher Education, 67(2), 221-239.
  2. Swaminathan, M., & Baksi, S. (2018). How Do Small Farmers Fare? – Evidence from Village Studies in India. New Delhi: Tulika Books.
  3. Sarkar,S. (2015). Social Problems in India (1st  ed). Kalpaz Publications.

 

Evaluation Pattern

Evaluation Pattern:

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

MPR211G - PROFESSIONALIZATION SEMINAR-I (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course aims at combining the theoretical and practical concepts included in the course structure. The students will be able to gain knowledge by exploring the contemporary issues, debates in the field of Human Resource Management and understand how Psychology can be applied in industrial setting. This course helps in the overall development of the student wherein they are encouraged to develop their understanding of the various HR concepts. The students will be presenting seminars on selected concepts by examining the issue closely. This course improves the knowledge level of the students about the various topics and also learn how to execute a seminar programme.

Course Outcome

CO1: Reflect on contemporary issues in Human Resource Management

CO2: Organize a training programme

CO3: Articulate the latest developments in the field of HRM

CO4: Critically analyze the various issues in HRM

Unit-1
Teaching Hours:15
Introduction to Professional skills
 

Experts from the field of Management and Psychology would conduct seminars on the current trends. Professional skills include Business Etiquette Communication, Consulting Skills and Business Plan, Advanced Statistical Skills, Learning and development and Six Sigma Practices in organisation.

Unit-2
Teaching Hours:15
Application of skills in Organisation
 

Workshops would be conducted for the students by Professionals on the required skills at the workplace. Business Storytelling- Presenting the data and emphasise on organisational culture,  Designing Training, Engagement and Career Planning, Balanced Score Card and BlockChain Management in HR / HR Practices

Text Books And Reference Books:
  1. Kreitner, R. & Kinicki, A. (2008). Organizational behaviour. 8th edn. New Delhi: Tata Mc Graw  Hill.
  2. Luthans, F. (2008). Organizational behaviour. 11th ed. Boston: Mc-Graw Hill International Edition
Essential Reading / Recommended Reading
  1. Michener, H.A., Delamater, J.D., &  Myers, D.J. (2004). Social psychology (5th ed.). Belmont, CA: Wadsworth/ Thomson Learning.
  2. Morgan,C.T , King,R.A. (1986). Introduction to psychology. 7th ed. New Delhi : Tata McGraw Hill publishing company limited.
  3. Pareek, U. (2007). Understanding organizational behaviour. 2nd. Ed. New Delhi: Oxford University Press.
  4. Robbins, S.P. (2009). Organizational behaviour. 14th ed. New Delhi: Prentice- Hall of India Private Limited.
  5. Newstrom, J.W. (2007). Organizational behaviour – Human behaviour at work. 12th edition, . Tata McGraw Hill Publishing Company Ltd: New Delhi.
Evaluation Pattern

Evaluation Pattern:

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

 

MPR212G - ORGANIZATIONAL LEADERSHIP AND CULTURE (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

Organizational leadership is the core of any given situation. The practices and systems in an organization are directly influenced within the culture it operates. It is important to understand how culture coevolves as the organization grows and ages into success. There are different demands of leadership with the evolving culture and one needs to understand how these are important. 

Course Outcome

CO1: Develop an understanding of the organizational design, structure and functions.

CO2: Understand and develop a cognitive framework of the influence of culture on organizational behaviour

CO3: Build an Indian worldview of being aware of leadership functions within one?s culture

CO4: Equip students with an understanding of the varied forms of leadership and practices

Unit-1
Teaching Hours:7
Organizational Structure and Design
 

What is organizational structure? Foundations of Organizational structure, Organizational Designs, Framework of designs, Technology and new work designs, Workspace design and redesign. New forms of Organizations, understanding emerging environments.

Unit-2
Teaching Hours:8
Organizational Culture
 

Introduction to culture, Types of culture, Framework for mapping culture (Greet Hofstede, Clyde Cluckhohn, TE Hall). Creating and sustaining culture, Changing organizational culture, Creating Innovation in organizations.

Unit-3
Teaching Hours:8
Organizational Leadership
 

Introduction to Leadership, Functions of Leadership, Importance and Characteristics, Leadership style. Theories of leadership, Indian Philosophy and leadership (Vedas, Upanishads and Thinkers)

Unit-4
Teaching Hours:7
Leadership and Power
 

Concept of Power, Influence tactics in workplace, sources of power, diagnosing power and dependence, Interpersonal influence, Organizational politics and behavior, managing politics, Positive psychology of Leadership

Text Books And Reference Books:
  1. Roa, V S P.  (2009). Organizational Behaviour. First edition. Excel books, New Delhi.
  2. Robbins, S. (2000). Organizational Behaviour. 9th Edition. Prentice-Hall, New Delhi
  3. Schein, E. (2004). Organizational Culture and Leadership. Third Edition. The Jossey-Bass business & management series), USA
Essential Reading / Recommended Reading
  1. Pareek, U. (2007). Understanding organizational behaviour. 2nd. Ed. New Delhi: Oxford University Press.
  2. Robbins, S.P. (2009). Organizational behaviour. 14th ed. New Delhi: Prentice- Hall of India Private Limited.
  3. Newstrom, J.W. (2007). Organizational behaviour – Human behaviour at work. 12th edition, Tata McGraw Hill Publishing Company Ltd: New Delhi.
  4. Slocum, J.W. & Don Hellriegel. (2007). Fundamentals of organizational behaviour.  Thomson Learning: India
  5. Sinha, J.B.P. (2013). Culture and organizational behaviour. New Delhi: Sage
Evaluation Pattern

Evaluation Pattern:

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

MPR231G - ORGANIZATIONAL DEVELOPMENT-I (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course introduces to the students the concept of Organizational Development (OD) and the theoretical models explaining it.  This course also aims at making the students understand the process of organizational diagnosis. The course also explores the dynamics of power, politics and ethics while implementing change.

 

 

Course Outcome

CO1: Demonstrate fundamental knowledge about the concepts in Organisational Development

CO2: Understand the various steps involved in Organisational Development

CO3: Be aware of the process of Organizational Diagnosis and the steps involved

CO4: Understand the role of Change agent

Unit-1
Teaching Hours:15
Organizational change
 

Forces for Organizational Change. The sequential process of Organizational Change

Main roles in change management, Understanding and managing resistance to change.

Effective implementation of change in organizations, Approaches to Managing Organizational change, Contemporary change issues.  

Unit-2
Teaching Hours:20
Introduction and Overview of OD
 

Defining Organizational Development (OD) Characteristics of OD, Evolution and of OD,

The OD Practitioner, Client- Consultant relationship. Ethics in OD, Recent trends in OD

Case studies. Issues faced in OD- Power politics and organization development.

Unit-3
Teaching Hours:15
Process Change and Models
 

Organisational change- need and benefits, strategies for change, Deming cycle (PDCA), Kubler’s Ross change curve, Nudge theory, Bridges’ transition model, ADKAR model, Lippit’s process of change theory, integrative model of planned change. Implementation and evaluation of the change models. Assessing the effectiveness of the models. 

 

 

 

Unit-4
Teaching Hours:10
Process of OD
 

Entering and contracting, Diagnosing organizations: diagnosing groups and jobs, Diagnostic models and skills, Collecting and analyzing diagnostic information, Feeding back information.

Text Books And Reference Books:

1.     Cummings, T. G. & Worley, C. G. (1993). Organization development and change. West Publishing Company, St Paul.

2.     French, W. & Bell, C. (1999).  Organization development: Behavioural science interventions for organization improvement. New Jersey: Prentice Hall.

Essential Reading / Recommended Reading

1.     Brown, D.R. & Harvey, D. (2006). An experiential approach to organization development, 7th international ed. Upper Saddle River, NJ: Pearson Education

2.     Ramnarayan,S.,  Rao,T.V., & Singh, K. Organization development: Interventions and strategies  Ed). New Delhi: Sage Publications.

3.     Sing, K.(2005). Organizational change and development. 1st  ed., New Delhi: Excel Books

 

 

Evaluation Pattern

Assessments carried by Steinbeis, Germany

 

 

 

MPR232G - HUMAN RESOURCE MANAGEMENT-II (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The course is designed to give students an insight of the theoretical and practical perspective, concepts, issues and practices in Human Resource Management. The course is divided in two parts and will be completed over two semesters. Part II deals with more key aspects of human resource management. This paper is a continuation of HRM 1 from the first semester. The paper continues to introduce students to the fundamental concepts and the various HR functions.

Course Outcome

CO1: Comprehend the elements of employee and industrial relations.

CO2: Comprehend the necessity of trade unions, concepts of collective bargaining, and settlement of industrial disputes as essentials of as HR profession.

CO3: Recognise and plan pay decisions and compensation management to achieve competitive advantage.

CO4: Create performance management mechanisms in alignment with employee competencies and organisational standards.

CO5: Integrate the principles of HRM in devising employment and HRM services.

Unit-1
Teaching Hours:15
Employee compensation and benefits, Evaluation
 

Compensation:  Nature of compensation, Objectives, and levels of compensation

Pay systems: Principles and elements of wage and salary system, Nature and development of pay systems, Variable pay or pay for performance systems

Incentive plans: Individual incentive plans, group or team-based incentive plans, organization-wide incentive plans, incentive schemes for indirect workers, fringe benefits

Performance appraisal: Nature and use of performance appraisal, the process of performance appraisal, methods of performance appraisal, potential appraisal, performance appraisal practices in India, competency mapping.

Unit-2
Teaching Hours:15
Employee relations/Industrial relations
 

Employee relations: Concept and nature, framework, approaches and processes

Employee participation and empowerment, employee communication

Employee Health and Safety: Need and importance, Risk assessment, Accidents – Causes and Prevention, Work stress – Causes and Management

Employee welfare and social security: Importance and types of welfare facilities, the concept of social security, types of social security, and social security in India

Employee Grievance and Discipline: Nature and concept, models of grievance procedure, approaches to employee discipline, disciplinary methods

Unit-3
Teaching Hours:15
Employee and labor issues
 

Trade Unions: Definition, objectives, functions, Union structure, Growth of Trade Union Movement, Union problems and current trends in Unionism

Collective Bargaining: Nature and concept, types of bargaining, the process of collective bargaining, collective bargaining in India, essentials for effective bargaining

Industrial Disputes: Nature and concept, forms of industrial dispute, causes of industrial dispute, prevention and settlement of industrial disputes

Issues of organizational justice

Unit-4
Teaching Hours:15
Employment and HRM services
 

Personnel records, HR audit and research

Human Resource Accounting (HRA) HRM and change

Competencies: Business Acumen and organizational effectiveness, employee health, well being and wellness, reward design and implementation, labor and employee relations

Generational values in the workplace: Different and Dominant Values

Aligning HRM and Organizational Strategy

 

 

 

Text Books And Reference Books:
  1. Decenzo, D.A., & Robbins, S.P. (2002). Human resource management.John Wiley and Sons Inc.
  2. Dessler, G. (2009). A framework for human resource management. 5th ed. Pearson/Prentice Hall Publishing.
Essential Reading / Recommended Reading
  1. Dessler, G., &Varkkey,B. Human resource management. 11thed, Pearson Education.
  2. Rao, V.S.P.(2005). Human resource management: Text and Cases, 2nd ed. Excel books.
Evaluation Pattern

Evaluation Pattern: 

Assessment carried by Steinbeis, Germany

MPR235G - MANAGERIAL ECONOMICS (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The course provides a foundation for managerial economics and gives an understanding of the basic economic principles used in managerial decision-making.  It throws light on the analytical tools of economics applied by the business organizations to deal with a dynamic business environment and complex decision-making process.  It deals with basic aspects of the functioning of the market through the analysis of the economics of consumption and production. This course also deals with the basic features of the Indian economy and draws out the role of macroeconomic variables and policies in managerial decision-making.

Course Outcome

CO1: To understand the changes in the economic environment of India

CO2: To understand the economic reforms and their impact on the business scenario in India

CO3: To analyse the real business problems in relation to various market structures

CO4: To apply various micro and macroeconomic principles and tools in business decision making

Unit-1
Teaching Hours:10
Introduction to Managerial Economics
 

Micro and macroeconomics- Introduction to Managerial Economics – Definition and characteristics – Objectives scope and utility of managerial economics- role and responsibilities of managers– scarcity and economic problem – Economic approaches to economic problem – methodologies of economics- economic models- circular flow- production possibility curve- economic concepts applied in business analysis

Unit-2
Teaching Hours:12
Consumer and Producer Behavior
 

Demand analysis – individual and market demand- determinants- types- law of demand- exceptions- demand distinctions- elasticity of demand- types – degrees – methods for measuring elasticity – demand forecasting – methods.

Market equilibrium- supply analysis – individual and market supply- determinants- types- law of supply- elasticity of supply - types – measuring elasticity of supply.

Unit-3
Teaching Hours:10
Production, Cost and Revenue Analysis
 

Theory of production – production function with one variable input- law of diminishing returns – production with two variable inputs- law of returns to scale- economies and diseconomies of scale of production.

Cost analysis – cost concepts- cost-output relations- breakeven analysis and cost control, short and long run cost curves - revenue concepts.

Unit-4
Teaching Hours:12
Market Structure
 

Market structure- types of markets- perfect competition – monopoly- price discrimination- monopolistic competition- product differentiation- oligopoly- cartels- price leadership- Kinked demand curve - price rigidity.

Unit-5
Teaching Hours:16
Macroeconomics in Managerial Decision Making
 

Major macroeconomic variables- national income analysis – concepts - methods of measurement- problems in measurements- business cycles – phases and theories of business cycles- inflation, deflation and disinflation- unemployment- types- trends in India’s labour market- contemporary macroeconomic debates.

Basics of Indian economy- economic reforms in 1991- India as a fast emerging economy- the challenges and prospects ahead.

Text Books And Reference Books:

 

  • Salvatore, D. (2012). Managerial economics in a globalized economy. New York: TATA MCGraw Hill
  • D.N. Dwivedi, Managerial Economics, Vikas Publishing House, 8th Edition, 2010
  • Trivedi, M.L. (2010). Managerial economics - theory and applications. New Delhi, India: TATA MC      Graw Hill.
  • Damodaran, Suma. (2011). Managerial Economics (2nd ed.). New Delhi, India: Oxford University Press.
  • Dutt, R. & Sundaram.K.P.M.(2009). Indian economy. S. Chand Publications
  • Mishra.S.K &  Puri.V.K,(2006) .Review of Indian economy. Himalaya Publishing House
Essential Reading / Recommended Reading

•Stiglitz J., Principles of Microeconomics, Norton Publishers 2nd Edition, 1998.

•Peterson, HC and W.C. Lewis Managerial Economics, Prentice-Hall of India, New Delhi.

•Salvatore Dominique, Managerial Economics in a Globalised Economy, Mc-graw- Hill, New York.

•Watson, D.S., Price theory and uses, Scientific Book agency, Calcutta, 1986.

•Xavier V.K, Pious Thomas and Emmanuel P.J, Managerial Economics, Magi’s Publications, Bangalore, 2008.

•Ahuja, H L, (2017). Managerial Economics: Analysis of Managerial Decision making. S Chand publicaiton, New Delhi.

•William J Baumol (1982). Economic theory and Operational analysis, Prentice Hall. New Delhi.

•Joel Dean. Managerial Economics, Prentice-Hall, 1976.

•Koutsiannis A, Modern Microeconomics, Macmillan,London, 1973.

·   

Evaluation Pattern

Evaluation Pattern: 

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

 

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

MPR236G - COGNITION AND BEHAVIOURAL NEUROSCIENCE (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The Cognitive and Behavioural Neuroscience Course in the HRDM programme is designed to promote the graduate attributes of Academic Excellence, as this course offers insight into cutting-edge advances in the applications of Cognitive Neuroscience in Human Resource Management. The course also addresses the attribute of Professional Excellence, particularly Creative thinking and Entrepreneurship, as students are encouraged to develop ideas for Artificially Intelligent systems that can promote functioning in the workplace. The skills developed in this course align with the Programme objectives in terms of training students with skills that are useful in human resource management, such as psychometric testing in the form of cognitive and behavioural assessments. The course also introduces the use of interventions from a cognitive neuroscience perspective in addressing the intra- and inter-individual issues in the workplace.

Course Outcome

CO1: To understand the cognitive and behavioural processes applied in human resource development.

CO2: To apply an understanding of cognitive and behavioural processes across diverse work requirements.

CO3: To demonstrate cognitive and behavioural assessments and intervention skills.

CO4: To analyse the role of Artificial Intelligence in Human Resource Management.

Unit-1
Teaching Hours:15
Cognitive Processes I
 

Introduction to Cognitive assessments in the HR setting; Cognitive Processes: Perception, Attention, Mental Speed, Working Memory, Planning, Set Shifting, Problem Solving.

Unit-2
Teaching Hours:15
Cognitive Processes II
 

Cognitive Processes: Reasoning, Decision Making, Game theory, Memory, Visuospatial functions, Creativity; Training and enhancement of cognitive skills.

Unit-3
Teaching Hours:15
Applications of Neuroscience
 

Basics of Neuroscience; Stress and the brain; Applications of Neuroscience in HR- Neuromarketing. Neurofeedback; Critical Issues in understanding the role of neuroscience in Organizational Behavior. 

Unit-4
Teaching Hours:15
Artificial Intelligence
 

Introduction to Artificial Intelligence; Applications of  Artificial Intelligence in human resource development; Current trends and critical issues in using Artificial Intelligence in Human Resource Management; HR in the digital world.

Text Books And Reference Books:

Matlin, M. W. (2013). Cognition (8th ed.). New York: J. Wiley & Sons.

Kolb, B., & Whishaw, I. Q. (2009). Fundamentals of human neuropsychology. New York, NY: Worth Publishers.

Ashkanasy NM, Becker WJ & Waldman DA. Neuroscience and organizational behavior: Avoiding both neuro‐euphoria and neuro‐phobia. Journal of Organizational Behavior. 2014; 35: 909-19.

Beugre, D.C. (2018). The Neuroscience of Organizational Behaviour. Edward Elgar Publishing Limited.

Essential Reading / Recommended Reading

Sternberg, R. J., & Mio, J. S. (2009). Cognitive psychology. Australia: Cengage  Learning/Wadsworth.

Searle, J. R. (2004). Mind: A brief introduction. New York: Oxford University Press

Evaluation Pattern

Evaluation Pattern: 

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

 

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

MPR237G - DATA ANALYSIS IN QUANTITATIVE AND QUALITATIVE RESEARCH (2023 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course is offered to students in the second semester to introduce them to theanalytical techniques used in quantitative and qualitative research in psychology. It enables the student to analyse the data using SPSS, draw inferences using both quantitative and qualitative research, and develop skills on computer assisted qualitative data anylsis. 

Course Outcome

CO1: Identify and distinguish the analysis techniques that can be used in quantitative and qualitative research

CO2: Analyse the quantitative data using descriptive and inferential statistics using SPSS, and interpret the findings

CO3: Demonstrate skills on different traditions of qualitative data analysis

CO4: Develop skills on Computer assisted qualitative data analysis

Unit-1
Teaching Hours:15
Introduction to Statistics- Inferential and Descriptive Statistics
 

Definition and purpose of psychological statistics

Scales of measurement; Probability distribution and normal curve; Measures of central tendency and variability; Graphical representation of data

Confidence interval and odds- ratio; Levels of significance, type – I and type – II errors

One-and two-tailed tests; Parametric and nonparametric tests of significance

Excel, SPSS & open-source statistical packages - Data entry and Descriptive statistical analysis

 

Unit-2
Teaching Hours:17
Parametric Inferential Statistics
 

Correlation; Regression

Statistical analysis of single - sample study: testing a sample mean by t-test; Statistical analysis of two sample experiments: the independent samples t-test, the dependent sample t-test 

Statistical analysis of complex experiments: analysis of variance – F test (computing and interpreting one-way, two-way ANOVA and their logic); MANOVA and Post-hoc tests

 

Unit-3
Teaching Hours:12
Nonparametric Inferential Statistics and software based analysis
 

Non parametric tests - within and between group

Research lab- Analysing using software (SPSS, Jamovi, Excel) and reporting

 

Unit-4
Teaching Hours:15
Qualitative Research analysis
 

Content analysis; Discourse analysis; Thematic analysis; Narrative analysis; Interpretative Phenomenological Analysis

APA 7th edition style of report writing

Nvivo, Dedoose

 

Text Books And Reference Books:

King, B. M., Minium, E. W., & Rosopa, P. J. (2018). Statistical Reasoning in Behavioral Sciences. John Wiley & Sons.  

Coolican, H. (2014). Research Methods and Statistics in Psychology. Psychology Press.

Essential Reading / Recommended Reading

Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing among five approaches. SAGE Publications

Braun, V. & Clarke, V. (2013). Successful Qualitative Research: Practical guide for beginners. SAGE.

APA 7th Edition Common Reference Examples Guide

Evaluation Pattern

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

 

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

 

MPR281G - RESEARCH LAB-I (2023 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

As a part of this course, each student is expected to conduct a research project on any of the issues in relation to organizational psychology and human resource management. The faculty mentor will serve as the research supervisor. Students are required to consult their research supervisor once in every week and conduct their research work. Faculty supervisors will monitor the progress at all stages of the research project.

Course Outcome

CO1: Understand the application of psychological research in the field of human resource management

CO2: Identify research areas in the field of organizational psychology and human resource management

CO3: Gain introductory knowledge and skills in research methodology

CO4: Develop research proposal by conceptualizing and reviewing the related literature

Unit-1
Teaching Hours:15
Introduction to Research proposal-I
 

Orientation to Research Proposal Writing, Selection of research topic, Presentation of Problem statement, Orientation on research methods and designing a proposal. Orientation on Review of Literature.

Unit-2
Teaching Hours:15
Introduction to Research proposal-II
 

Method chapter orientation- sampling, research design, procedures, ethical consideration. Proposal writing- Scientific writing. IRB approval process and journal identification and selection.

Text Books And Reference Books:
  1. Singh, A.K. (2017). Tests, measurements and research methods in behavioural sciences. Patna: Bharati Bhavan
Essential Reading / Recommended Reading
  1. Gravetter,F.J.,&Forzana, L.A.B(2009). Research methods for behavioural sciences.United States : Wordsworthcengage learning
  2. Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall
  3. Nakkiran, S. & Natarajan, V. (2010). Research methods in cooperatives. Delhi: Abhijeet Publications.
  4. Ritchie, J.&Lewis,J.(eds.).(2003).Qualitative research practises: A guide for social science students and researchers. New Delhi: Sage
Evaluation Pattern

Evaluation Pattern:

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

 

MPR311G - RESEARCH LAB-II (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

As a part of this course, each student is expected to conduct a research project on any of the issues in relation to organizational psychology and human resource management. The faculty mentor will serve as the research supervisor. Students are required to consult their research supervisors once every week and conduct their research work. Faculty supervisors will monitor the progress at all stages of the research project.

Course Outcome

CO1: Understand the application of psychological research in the field of human resource management

CO2: Develop research skills in organizational research

CO3: Identify research areas in the field of organizational psychology and human resource management

CO4: Gain knowledge in research methodology

CO5: Complete a research project by conceptualizing, reviewing, collecting data and discussing the results

Unit-1
Teaching Hours:6
Review of Literature
 

Choosing the right sources and articles- Searching for articles- Critiquing articles-Identifying the research gap, writing the review of literature.

Unit-2
Teaching Hours:12
Methodology and data analysis
 

Understanding research designs-types – pros and cons of research designs-writing the methodology (experimental and non-experimental)- organizing data-creating the data set/master table -Introduction to software for data analysis-Analysing using SPSS – Documenting the results and APA style presentation of results .

Unit-3
Teaching Hours:12
Discussion, Conclusion and References
 

Presenting the inference from the data in writing – discussing the data with comparison to existing studies – documenting the relevance, impact, and scope of the results -conceptualizing the results with existing theories or models (if any)- Summarising and concluding the entire study with the key findings of the research- Documenting all references- APA style referencing -Use of referencing software for reference management.

Preparing the manuscript  in APA style -following publishing guidelines

Text Books And Reference Books:

Bryman, A. & Bell, E. (2007). Business research methods. New York: Oxford University  Press.

 

Essential Reading / Recommended Reading

Gravetter,F.J.,& Forzana,L.A.B(2009). Research methods for behavioral sciences .United States :Wordsworth cengage learning

Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

Evaluation Pattern

Evaluation Pattern:

Assessments carried by Steinbeis, Germany

 

MPR323G - PROFESSIONALIZATION SEMINAR-II (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:50
Credits:2

Course Objectives/Course Description

 

This course aims at combining the theoretical and practical concepts included in the course structure. The students will be able to gain knowledge by exploring the contemporary issues, debates in the field of Human Resource Management and understand how Psychology can be applied in industrial setting. This course helps in the overall development of the student wherein they are encouraged to develop their understanding of the various HR concepts. Experts from the field present various topics to the students.    

 

Course objectives: 

 

  • This course will help the learner to gain a familiarity with the recent trends in human resources.
  • To increase the knowledge level on the latest developments in the field of HRM.

Course Outcome

CO1: Demonstrates the understanding of the contemporary issues in HRM.

CO2: Demonstrates the increase in knowledge level on the latest developments in the field of HRM.

CO3: Critically analyze the various issues in HRM

Unit-1
Teaching Hours:30
Seminar
 

Sessions on the professionalization seminar in this course would involve the students learning any contemporary issue related to any of the below topics. 

·       Sustainability and Green Business Practices in Organizations

·       Six Sigma – Its relevance in 2022 and beyond

·       Neuroscience – its’ role in gamified behavioral assessments

·       MIS and its applications

·       Neuro economics and Decision Making

·       Increased Organization Complexity – Impact of M & A & Contingent Worker Expansion

 

 

Text Books And Reference Books:
  1. Kreitner, R. & Kinicki, A. (2008). Organizational behaviour. 8th edn. New Delhi: Tata Mc Graw  Hill.
  2. Luthans, F. (2008). Organizational behaviour. 11th ed. Boston: Mc-Graw Hill International Edition
Essential Reading / Recommended Reading
  1. Michener, H.A., Delamater, J.D., &  Myers, D.J. (2004). Social psychology (5th ed.). Belmont, CA: Wadsworth/ Thomson Learning.
  2. Morgan,C.T , King,R.A. (1986). Introduction to psychology. 7th ed. New Delhi : Tata McGraw Hill publishing company limited.
  3. Pareek, U. (2007). Understanding organizational behaviour. 2nd. Ed. New Delhi: Oxford University Press.
  4. Robbins, S.P. (2009). Organizational behaviour. 14th ed. New Delhi: Prentice- Hall of India Private Limited.
  5. Newstrom, J.W. (2007). Organizational behaviour – Human behaviour at work. 12th edition, . Tata McGraw Hill Publishing Company Ltd: New Delhi.
Evaluation Pattern

Evaluation Pattern:

Continuous Internal Assessment (CIA)

CIA 1: 20 marks

CIA 2: 25 Marks

Attendance: 5 marks

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both CIAs to pass the course

 

MPR331G - ORGANIZATIONAL DEVELOPMENT-II (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course introduces to the students the concept of Organizational Development (OD) and also aims at making the students understand about the process of organizational diagnosis. Various OD interventions are introduced to orient the students about the process of implementing OD. 

Course objectives

1.To gain familiarity with the organisational development interventions.

2.Familiarize with the current challenges and understand the strategic objectives.

3.To select appropriate intervention tools and apply them scientifically. 

 

Course Outcome

CO1: Know and understand various OD Interventions and the current trends in the field of OD

CO2: Independently and ethically assess and apply scientific knowledge and skills appropriate to the solutions of problems

CO3: Designing and implementing psychological interventions for organizational change

CO4: Evaluate the effectiveness of the change using psychological measures

Unit-1
Teaching Hours:15
OD Interventions
 

Definition of OD intervention: selecting an OD intervention, Classification of OD interventions.  Motivating change, developing political support.

Current Trends in OD: Developing readiness to the digital age, Leadership transformation, OD in the volatile organization.

Unit-2
Teaching Hours:15
OD Intervention 1
 

Human Process interventions:  Interpersonal & Group process approaches, Organization process approaches- Intergroup interventions.

Unit-3
Teaching Hours:15
OD intervention II
 

Human resource management interventions: performance management, developing and assisting members. Techno structural interventions: Restructuring organizations, work design. 

 

Unit-4
Teaching Hours:15
Current OD trends
 

 

Leadership; Interpersonal Skills and Conflict Management; Decision-Making and Problem-Solving; Motivation; Communication Skills; Team-Building
Text Books And Reference Books:

Cummings, T. G. & Worley, C. G. (1993). Organization development and change. West Publishing Company, St Paul.

French, W. & Bell, C. (1999).  Organization development: Behavioural science interventions for organization improvement. New Jersey: Prentice Hall.

Essential Reading / Recommended Reading

Brown, D.R. & Harvey, D. (2006). An experiential approach to organization development, 7th international ed. Upper Saddle River, NJ: Pearson Education

Ramnarayan,S.,  Rao,T.V., & Singh, K. Organization development: Interventions and strategies  Ed). New Delhi: Sage Publications.

Sing, K.(2005). Organizational change and development. 1st  ed., New Delhi: Excel Books

 

Evaluation Pattern

Evaluation Criteria

One CIA will be conducted for 35 marks. 

Attendance: 5 marks 

CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again. 

 

 

 

MPR332G - COGNITION AND BEHAVIORAL NEUROSCIENCE (2022 Batch)

Total Teaching Hours for Semester:60
No of Lecture Hours/Week:4
Max Marks:100
Credits:4

Course Objectives/Course Description

 

The Cognitive and Behavioural Neuroscience Course in the HRDM programme is designed to promote the graduate attributes of Academic Excellence, as this course offers insight into cutting-edge advances in the applications of Cognitive Neuroscience in Human Resource Management. The course also addresses the attribute of Professional Excellence, particularly Creative thinking and Entrepreneurship, as students are encouraged to develop ideas for Artificially Intelligent systems that can promote functioning in the workplace. The skills developed in this course align with the Programme objectives in terms of training students with skills that are useful in human resource management, such as psychometric testing in the form of cognitive and behavioural assessments. The course also introduces the use of interventions from a cognitive neuroscience perspective in addressing the intra- and inter-individual issues in the workplace.

Course Outcome

CO1: To understand the cognitive and behavioural processes applied in human resource development.

CO2: To apply an understanding of cognitive and behavioural processes across diverse work requirements.

CO3: To demonstrate cognitive and behavioural assessments and intervention skills.

CO4: To analyse the role of Artificial Intelligence in Human Resource Management.

Unit-1
Teaching Hours:15
Cognitive Processes I
 

Introduction to Cognitive assessments in the HR setting; Cognitive Processes: Perception, Attention, Mental Speed, Working Memory, Planning, Set Shifting, Problem Solving.

Unit-2
Teaching Hours:15
Cognitive Processes II
 

Cognitive Processes: Reasoning, Decision Making, Game theory, Memory, Visuospatial functions, Creativity; Training and enhancement of cognitive skills.

Unit-3
Teaching Hours:15
Applications of Neuroscience
 

Basics of Neuroscience; Stress and the brain; Applications of Neuroscience in HR- Neuromarketing. Neurofeedback; Critical Issues in understanding the role of neuroscience in Organizational Behavior. 

Unit-4
Teaching Hours:15
Artificial Intelligence
 

Introduction to Artificial Intelligence; Applications of  Artificial Intelligence in human resource development; Current trends and critical issues in using Artificial Intelligence in Human Resource Management; HR in the digital world.

Text Books And Reference Books:

Matlin, M. W. (2013). Cognition (8th ed.). New York: J. Wiley & Sons.

Kolb, B., & Whishaw, I. Q. (2009). Fundamentals of human neuropsychology. New York, NY: Worth Publishers.

Ashkanasy NM, Becker WJ & Waldman DA. Neuroscience and organizational behavior: Avoiding both neuro‐euphoria and neuro‐phobia. Journal of Organizational Behavior. 2014; 35: 909-19.

Beugre, D.C. (2018). The Neuroscience of Organizational Behaviour. Edward Elgar Publishing Limited.

Essential Reading / Recommended Reading

Sternberg, R. J., & Mio, J. S. (2009). Cognitive psychology. Australia: Cengage  Learning/Wadsworth.

Searle, J. R. (2004). Mind: A brief introduction. New York: Oxford University Press

Evaluation Pattern

Evaluation Pattern: 

Continuous Internal Assessment (CIA)  - 70%

End semester examination (ESE) - 30%   

 

Continuous Internal Assessment (CIA)

CIA 1: 30 marks

CIA 2: 35 Marks

Attendance: 5 marks 

 

All CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass both the CIAs with a minimum of 33/65 to be eligible to write the ESE.

 

End Semester Examination (ESE)

The passing grade for the ESE is 40%

An overall grade of 40% is required to pass the course.(CIA+ESE)

MPR333G - STRATEGIC MANAGEMENT (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course provides an understanding of general management principles and perspectives within the context of strategic management in a functional environment. It focuses on learning the fundamental concepts in strategic management from the responsibilities and role of a general manager, competitive analysis, and approach to the varied evolutions of an organizational system. The course enhances the skills required to carry out general management from a strategic viewpoint.

 

Course Objectives

•Gain familiarity with the strategic principle of management

•Understand the nature of strategic management in the institutional and competitive landscape

•Learn the process and frameworks of strategy formulation and its application

•Familiarise with strategy implementation and control

 

Course Outcome

CO1: Comprehend the fundamental principles of management enabling the learner to apply the POLC framework in the strategic management process.

CO2: Diagnose the environmental factors that determine the competitive position of an organisation.

CO3: Develop strategies that align to the vision, mission, and core values of an organisation.

CO4: Employ analytical tools at business and corporate levels to formulate strategies that can build competitive advantage.

CO5: Integrate ethical principles and organisational design in strategic implementation for single and multi-businesses.

Unit-1
Teaching Hours:20
Introduction to Management
 

Principles of management: Planning, Organizing, Staffing, Leading and Controlling. Introduction to strategic management, nature, and process, levels, and type.

 

Unit-2
Teaching Hours:10
Nature of Competitive Advantage
 

Strategic formulation: Business Vision and mission, evaluating mission, Internal and External analysis (Porter’s five force, SWOT, Value Chain Analysis, Benchmarking) Building competitive advantage.

 

Unit-3
Teaching Hours:20
Strategies
 

Business level strategies: Need for a business model, Types of strategies (Porter’s generic strategies, Cost leadership, Speed and Market focus).

Corporate level strategy: Difference between business strategy and corporate strategy, Types.

Multi business strategy.  Strategy analysis tools (Balanced scorecard, BCG matrix, GE Nine cell, Parenting Framework)

Strategy and technology, Strategy in Global environment.

 

Unit-4
Teaching Hours:10
Implementing Strategies
 

Corporate Performance, Governance, and business ethics Implementing strategies in companies; single industry, across industries and countries.

 

Text Books And Reference Books:

 

Reddy, P.N, Tripathi, P.C (2017). Principles of Management, 6th Ed. Mc Graw Hill Publication

 

Jones, R.G, Hill, L.W (2010). Strategic Management: An Integrated Approach, 9th ed. Thomson Press (India)

Essential Reading / Recommended Reading

David, FR ( 2011) Strategic Management: concepts and cases. 13th edition. Prentice Hall 

Hitt, Ireland &Hoskisson (2007). Strategic management: competitiveness and globalization: concepts and cases. 7th edition. Thomson learning Inc.

Evaluation Pattern

Evaluation Criteria

One CIA will be conducted for 35 marks. 

Attendance: 5 marks 

CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again. 

MPR334G - BUSINESS PSYCHOLOGY (2022 Batch)

Total Teaching Hours for Semester:30
No of Lecture Hours/Week:2
Max Marks:100
Credits:4

Course Objectives/Course Description

 

This course has been conceptualized to provide an examination of the application of Psychology in the business set up. This paper helps to understand the contemporary issues and trends that impact the success of the Business of Organizations and enhance productivity. This paper ensures that the student enhances practical skills and develops the analytical ability.

Course objective:

This course will help the learner to

 

1.To develop Students’ competencies in applying the psychological principles to manage and lead employees in the Digital era

2.To understand the diversity within organizations and learn to apply the learning to resolve diversity-related issues 

3.To Orient them about Marketing and Advertising concepts and to familiarize the students with the Psychological influences in the decision-making process of the consumer

4.To make students, understand the criticality of an Organization’s Vision, Mission, Values and Ethical Practices in the overall well-being of the employees and the Organization.

 

Course Outcome

CO1: To develop Students? competencies in applying the psychological principles to manage and lead employees in the Digital era

CO2: To understand the diversity within organizations and learn to apply the learning to resolve diversity-related issues

CO3: To Orient them about Marketing and Advertising concepts and to familiarize the students with the Psychological influences in the decision-making process of the consumer

CO4: To make students, understand the criticality of an Organization?s Vision, Mission, Values and Ethical Practices in the overall well-being of the employees and the Organization.

Unit-1
Teaching Hours:15
Work Psychology and Business Psychology
 

Introduction to Business Psychology: Objectives, Scope, Contemporary Issues and developing trends in Organizations and Management: Globalization, Pandemic impact on Business, Automation / ML and Artificial Intelligence, Gig Economy, Criticality of Cognitive Behaviours across levels. 

Introduction to human factors and Ergonomics: Understanding workspace designs, ergonomics methods, and techniques, the influence of environment on human error and performance.

 

Unit-2
Teaching Hours:20
Multigenerational challenges in leading the current workforce
 

Leadership and Team Orientation: Current Changes and Trends in Leadership; Leaders as Learning Evangelists; Leading Millennials and Gen Z teams in a multi-generational context towards Productivity.

Leading Teams through Coaching and Mentoring; The Long Distance-Leader – Leading Virtual Teams (Virtual and Remote Leadership); Selection and Training for Performance Management.

Managing Diversity brings about Change – Best Practices; Diversity and Change Management in Global Organizations – Understanding the complexity; Building Female Leadership Pipeline.

Unit-3
Teaching Hours:15
Marketing and Consumer Behavior
 

Psychology of Marketing and Advertising: Definition of Marketing, Concepts of marketing, product, production & selling, the role of marketing in a profit and nonprofit making organization. Dealing with competition - Identification, and Analysis of Competitors

Persuasion and Influence, Consumer Behaviour, The influence of cognition and perception on the business environment, Brand management; Consumer Decision Making Process- Problem Recognition and Information search, Judgment and decision making based on high and low effort. Levels of Consumer decision making, models of consumer decision making, Post decision processes.

 

Unit-4
Teaching Hours:10
Relevance of Business Ethics
 

Corporate Ethics: Concepts – Building Vision, Mission, Values and Ethics, Ethical corporate behaviour and ethical leadership, Environmental ethics and corporate governance

GDPR – it's role in Behavioral assessments in corporates

 

 

Text Books And Reference Books:

Byrne, Z. (2019), Organizational Psychology and Behavior: An Integrated Approach to Understanding the Workplace, 2nd Edition. Dubuque: Kendall Hunt Publishing.

Grant, M & Notter, J. (2019). Employee Engagement. Oakton: Ideapress Publishing 

Brown, J (2017). Inclusion: Diversity, The New Workplace and the Will to Change (2nd edition). Hartford: Publish Your Purpose Press.  

Stillman, D and Stillman, J (2017). Gen Z @ Work: How the Next Generation is Transforming the Workplace. New York: Harper Business. 

 Konz, S and Johnson, S. (2007). Work Design: Occupational Ergonomics 7th Edition. Scottsdale: Holcomb Hathway.

 Sharp, B. (2013). Marketing: Theory, Evidence Practice. (Pap/Psc Edition). Australia: Oxford University Press.

Kotler ,P. (2006). Marketing management: A South Asian perspective, 13th edition. Delhi: Prentice-Hall India Pvt. Ltd.

 Schiffman, L.G & Kanuk L.L. (2003).Consumer Behaviour. New Delhi: Pearson Education

 Lilien, G.L, Kotler, P & Moorthy, S.K. (1995).  Marketing Models. Delhi: Phi Learning.

 

Essential Reading / Recommended Reading

Lindquist, J. D. (2003). Shopper buyer and consumer behaviour threory and marketing  applications. New Delhi: Biztantra Press.

Mathur, U.C. (2005), Corporate Governance and Business Ethics: Text and Cases. New Delhi: Macmillan Publishers India Ltd.  

 

 

Evaluation Pattern

Evaluation Criteria

One CIA will be conducted for 35 marks. 

Attendance: 5 marks 

CIAs are must pass assessments with a passing grade of 50%. If a student does not meet the passing grade for CIA, s/he will have to repeat the CIA again.