Syllabus for
Master of Science (Psychology-Human Resource Development and Management)
Academic Year  (2019)

Assessment pattern for PG programmes offered by Department of Psychology

Continuous Internal Assessment (CIA) for all courses : 70%

End-Semester Examination  (ESE): 30% (30 marks out of 100)

Continuous Assessment

The assessment and grading of the students will take place in the following manner:

• A formative assessment of the competencies is carried out the beginning of the course. This is not graded.
• Assessment of the acquisition of the competencies is done continuously throughout the course with a minimum of one assessment per month.
• Two of the assessments are graded for thirty (30) Marks each. (for 4 credit papers)

Class engagement: 05 marks

Attendance : 05 marks

CIA 1 and 2 are conducted by the respective faculty in the form of different types of assignments within the stipulated time for awarding the marks.

The students have to attain minimum pass marks in each assignment or will have to repeat the assignment within the time stipulated by the department.

Marks scored by the students for CIA will be displayed in the student login within a week after the last date of submission of marks by the faculty. Any discrepancy shall be informed immediately to the faculty concerned for correction of marks.

Students who either fail   or do not appear for   CIA  will have to apply for repeat CIA immediately after publishing the results of each CIA component. Application to be forwarded  through the HoD and Dean to the Office of Examinations and obtain necessary approvals. Number of chances for repeating each CIA is only one

. Students who  fail in the  CIA  in a semester have to apply for CIA repeat of the whole course in the subsequent semester

End Semester Examination

• The End semester (competency) examination for the theory as well as practical courses is held at the end of the semesters .
• The End semester (competency) examination might take place in the form of written examination, project submission and Viva Voce examination and managed by Office of Examinations
• Generally the duration of is 2 hours but it may vary for certain courses.
• Absentee's parents will be alerted through SMS within 1 hour after the commencement of the examination.
• ESCE for all courses will be conducted for 50 marks and reduced to out of 30 marks
• Hall ticket with timetable and seating allotment is compulsory for ESCE which can be downloaded from the Student Login or obtained from the department office.
• Dress code of the University should be followed during the examination days except wearing ties.
• Permission for admission to the ESCE is granted only if
• A student has passed in CIA’s for that course with a minimim grade for overall CIA.

o   A student has at least 85% of the attendance in aggregate at the end of the semester.

o   The Vice-Chancellor is satisfied with the character and conduct of the student.

For 2 and 8 credit courses, a similar system will be followed with marks adjusted accordingly. All Internships, practicum, seminars and research related courses will follow the same pattern.

Pass Criteria

A student shall pass each course with a minimum aggregate score of 50 marks with minimum of  50%  for CIA and 40 % for ESE. The overall aggregate to pass a semester is 50%.  Student failing a course due to less than minimum in ESE  shall repeat the ESE while his/her internal scores shall remain valid.

All other regulations pertaining to assessment and evaluation are same as other programmes of the CHRIST (Deemed to be University)

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 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 better understanding about in-text and reference citations, APA formatting.
• To introduce the concept of plagiarism and its types to avoid such academic forgery. 

• Scientifically acknowledge different sources of information in their writings
• Write a document in APA format
• Avoid plagiarism

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

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

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

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

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

Course Description: This course is an introduction to organizational behavior.  The course covers theories and research done in the area of organizational behavior. It attemps to familiarize students with a micro and macro level understanding of 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 qulaity journals, textbooks and reference book and develop their scientific understanding about the concepts.   

Course objective

• To gain familiarity with  the concepts of organisational behavior.
• 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 the human behavior.

• Manage and develop human resources at the workplace.
• Demonstrate the understanding of individual and group dimensions and its implications in organizations.
• Evaluate why employees behave the way they do, and also thereby predict how they are going to behave in the future.
• Analyze the critical issues in current organizational context and understand organisational ethics.
• Demonstrate the ability to communicate in a rational manner by giving scientific explanations about their behavior, leading to  positive results and productive environment in the workplace. 

Defining Organizations and Organizational Behavior. A Historical background for modern organizational behavior. 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 behavior in organizations.

Contemporary issues at work place: Violence, Sexual harassment, Absenteeism, Attrition. Case studies and exercises

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

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.

Foundations of Group behavior- Nature of groups. Dynamics of informal groups, Dysfunctions of groups and teams. Understanding teams and team work: 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

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

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. 2^nd. Ed. New Delhi: Oxford University Press.

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

5.      Newstrom, J.W. (2007). Organizational behaviour – Human behaviour at work. 12^th 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 introductionperspective. 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, Personnal psychology, Academy of management journal, b) other important journals articles from Sage, Springer, Elsevier, Wiley etc

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

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 global environment, diversity issues and best practices in the organizations

• Demonstrate competence in applying scientific model to HR practices
• Analyze and Evaluate the key functions of planning and acquiring resources
• Design training modules by analyzing needs and recommending outcomes 

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.

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

1.   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

  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

1.     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

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

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

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 on 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

• Explain the fundamental principles of organizational diagnosis
• Compare the various modes of data analysis methods of assessment
• Critique the psychometric tests used to engage in the process of diagnosis
• Engage in the practice of design thinking for problem solving

Significance of a paradigm, socio technologies in organizational studies, relevance of theory and practice, historical origin of organizational diagnosis, contemporary status of organizational diagnosis

Laws of Embedded intergroup Relations, Empirical Supports, ethical practices, Methods of data collection and Modes of data analysis

Psychological Assessment & Testing: Definition and Purpose of psychological assessment in organizational setting. Advancements in the area of assessment: Use of computers.

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

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

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

Instrument selection, Administration, Scoring and Communicating Results

Questionnaires: Characteristics, Functions and Types.

Interview: Types and functions of Interview, Factors affecting Interview, Advantages and Disadvantages, Important sources of error in Interview.

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

Design thinking strategy

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass . If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

Course Description

This course equips students with competent knowledge base in scientific thinking and scientific method as a model for research and provides theoretical foundation on quantitative and qualitative research methods. The four modules comprise both the traditions of research methodologies in human resource development. Apart from sensitizing the students to the importance of interdisciplinary research, this course introduces foundations of basic research methods thereby lays the foundation to conduct an individual research project in the next semester. The course has a combination of lectures, case study discussions and research article reviews that associates theory with practice. 

Course objectives:

• To provide an introduction to the methods, methodological foundations and measures in business research.
• To learn the fundamental principles of quantitative and qualitative research methods, demonstrate how to design and conduct research, the methods of data collection, analysis of data, and preparation of a research proposal.
• To identify the problem, develop objectives/hypothesis/research questions, specify dependent and independent variables, check for the validity and reliability of studies, and design research projects.
• To introduce students to a broad range of research designs used in business research from laboratory and field.

• Define research and business research, understand the ontological and epistemological positions, explain and apply research terms
• Describe the quantitative and qualitative research process and design, reflect on the research skills and ethical components.
• Explain the importance of research and theory in the business psychology and organization behaviour.
• Identify and distinguish the analysis technics that can be used in quantitative and qualitative research
• Analyse the quantitative data using descriptive and inferential statistics using SPSS, and interpret the findings
• Understand the importance of research ethics and integrate research ethics into research process
• Assess and critique a published journal article and the methods used in it
• Construct research proposal, reports and manuscripts

Nature and purpose of business research
Epistemological and ontological positions. Quantitative research-definition and main steps
History of quantitative research in I/O Psychology. Ethical issues.
Research designs: Experimental, Cross-sectional, Longitudinal, Case study, Comparative designs.

Introduction to sampling
Sampling techniques- probability and non-probability sampling techniques. Types of probability and non-probability sample.
Data collection methods- structured interviewing, self-completion questionnaires, structured observation, content analysis.

History of qualitative research in I-O Psychology. Traditions in qualitative research methodology
Qualitative research process
Various methods of collecting qualitative data: participant observation, interviewing, focus groups, life history and oral history, documents, diaries, photographs, films and videos, conversation, texts and case studies.
Methods of data analysis. Thematic analysis, content analysis, narrative analysis and discourse analysis.

Definition and purpose of psychological statistics
Data Processing: Classification, Summarization, Tabulation of data, Presentation (Tabular and Graphic, Frequency Distribution).Probability distribution and Normal curve, Levels of significance
Descriptive statistics: measures of central tendency and variability
Inferential statistics: Correlation: product-moment, spearman's rank correlation, Regression analyis.The t tests: Independent, Paired and one sample t test; ANOVA: One way, Two-way and repeated measures ANOVA; Post hoc tests; Multivariate analysis: Factor analysis. Non parametric Statistics: chi-square, One sample Kolmogorov-Smirnov test, Two –independent samples Tests: Mann-Whitney U, Several independent Samples: Kruskal –Wallis H and Median test; Two Related Samples: Wilcoxon, Sign Test; Several Related samples : Friedman, Kendall’s W
Analysis skills in MS EXCEL and SPSS
Reporting data different models of reporting

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

Course Description: Considering the importance of financial management for HR professionals, the course on accounting and finance orients the students on the evolution and uses of accounting in organizations. Different types of cost, budgets and control procedures are focused in detail, students are trained to develop journal ledger trial balance. Along with data management another core area of need in today’s practice towards which the Analytics used for the same will be taught.

Course Objectives

• To help the learner gain familiarity with the concepts of accounts, finance and analytics.
• To provide a platform for the students to understand the functions of the organisation and the role of HR.
• To learn financial statements and develop skills in reading annual report and use the analytics in HR practice.

 At the end of the course the student will be able to:

• Demonstrate the understanding of the contents of the balance sheet, basics of accounting and finance
• Understand the uses of accounting information as an HR professional
• Analyze the financial statements and evaluate them from HR perspective
• Apply the knowledge of Analytics in HR practice

Financial Business Environment: Capital market, Primary market (basics of capital market mechanisms, financial and rating institutions, legal environment) Secondary market (stock exchange, regulatory framework) Money market ( money market mechanisms, instruments and institutions) Sources of funds, Capital structure decision.

Definition of Accounting, Accounting Book Keeping, Accounting as an information system.Uses of Accounting information, Financial Management Accounting. Principal Financial Statements. Accounting Mechanics Process and systems (Journal Ledger Trial Balance, Bank Reconciliation, Rectification of errors, Final accounts and incomplete records, Cash book, subsidiary books) Features of corporate accounting.

Financial Management – Objectives of Financial Management, Function –Scope & objectives, Different types of Cost, Decision Making tools in Finance, Budgets and control procedure, Cost Cutting tools. Financial analysis (Ratio analysis, fund flow analysis). Interpreting Financial statements. Inventory management and cost Audits

Data communication and networks in business organizations, Data warehousing and data mining and tools. Business modeling through systems dynamics, Managerial decision making and information systems, Classification of Information systems; Decision support systems, Intelligent decision support system, HRIS, MIS and Information securities

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

Course Description: The course introduces the students to various psychometric tests commonly used in the work place. 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 a 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.

• explain the concepts related to psychometric testing 
• exhibit knowledge in administering, interpreting and communicating the results.
• Demonstrate the skills and knowledge in developing a psychological test.

• Intelligence & Aptitude
• Personality & Career Interest
• Learning & Motivation
• Creativity

• Interpersonal Relations
• Leadership
• Work Culture
• Stress & Well being

1.    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

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

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.

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass .If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

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.

1. reflect on contemporary issues in Human Resource Management
2. organize a training programme
3. articulate the latest developments in the field of HRM
4. critically analyze the various issues in HRM

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.

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

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

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA.

Organizational leadership is the core to 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. 

1. develop an understanding of the organizational design, structure and functions.

2. understand and develop a cognitive framework of the influence of culture on organizational behavior

3. build an Indian worldview of being aware of leadership functions within one’s culture

4. equip students with an understanding about the varied forms leadership and practices

 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.

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.

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

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

2.      Robbins, S. (2000). Organizational Behaviour. 9^th Edition. Prentice-Hall, New Delhi

3.     Schein, E. (2004). Organizational Culture and Leadership. Third Edition. The Jossey-Bass business & management series), USA

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

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

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

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

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the summative assessment.

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 about the process of organizational diagnosis.  The course also explores the dynamics of power, politics and ethics while implementing change.

1.     Demonstrate fundamental knowledge about the concepts in Organisational Development

2.     Understand the Various steps involved in Organisational Development

3.     Be aware about the process of Organizational Diagnosis and the steps involved.

4.     Understand the role of Change agent

Forces for Organizational Change. 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.  

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.

Organisational change- need and benefits, strategies for change  Theories of planned change- Lewin, Action research, General model of planned change.

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

Case studies 

Competencies: Metacognitive skills, Business acumen, Negotiation & influencing, Emotional management, Relationship management, Leadership, Research skills, Human resource metrics & financial management, Organisational effectiveness, Talent management, Professional practice, Psychometric assessment and intervention, Learning and development.

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

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

For 4 credit core papers (100 marks)

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

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 I will introduce the basic concepts of HRM and help students learn the basic process of human resource department. 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.

• Understand the role of a HR manager in the contemporary organization 
• Understand the processes involved in planning employee compensation, job evaluation, performance appraisal, health and safety, trade unions and collective bargaining, human resources auditing etc.
• Apply the knowledge of the above at the work place while dealing with similar HR functions. 

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, process of performance appraisal, methods of performance appraisal, potential appraisal, performance appraisal practices in India. Competency mapping

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, 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

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, 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

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

2.     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.

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

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.

• deal with the mental health problems encountered in the organizations.
• have adequate knowledge about the principles of ethical practice applicable to workplace counseling.
• understand the first aid that can be carried out in mental health problem among employees in an organization and also the need for referral

Definition of mental health, Myths about mental illness and stigma attached to mental illness National mental health policy; In-house Mental Health and Wellness Programme; 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 workplace that may contribute to mental illness; Psycho-education. Work- life balance of employees.

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

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

Meaning and Definition; Types of stress – Eustress and Distress; The physiology of stress; Sources of stress – within the person—age; 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 hassels ; physiological measurements – EMG; GSR;  

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

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

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

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

This paper will introduce students to different laws governing and regulating the relationship between individuals, unions and management. This will further help them to understand and manage different relations in the industrial scenario

1.  articulate relevant administrative policies and labour laws in the organization 

2.  recognise the relations of labour laws with industrial relations and human resource management

3.  comprehend the application of these laws in various HR functions

4.  engage in ethical practices in organizations.

Constitution of India (Framework, Ordinance, Legislative Powers, Types of writs) Interpretation of Statues (Need, General interpretation, primary and other rules), Code of Civil procedures (Elementary knowledge of structure, basic judiciary terms) Indian Penal code and criminal procedure codes ( employment related codes), Right to Information, Taxation in India

Objectives, Scope and application; The Factories Act, 1948, The Mines Act, 1952,

Shops and Establishment Law, Plantation Labour Act, 1951, Contract Labour (Regulation and Abolition Act, 1986), Child Labour (Prohibition and Regulation Act, 1986), Trade Union Act, 1926, Industrial Disputes Act, 1947-I, Industrial Disputes Act, 1947-II, Industrial Employment (Standing Orders) Act, 1946, Industrial Discipline and Misconduct, Domestic Enquiry, Wages and Labour Laws, Minimum Wages Act, 1948, Payment of Wages Act, 1936, Payment of Bonus Act, 1965, Equal Remuneration Act, 1976, Labour Audits

Introduction to Labour Legislation

Philosophy of Labour Laws, Labour Laws, Industrial Relations and Human Resource Management, Labour Laws: Concept, Origin, Objectives and Classification,

International Labour Organisation and Indian Labour Legislations

Indian Constitution and Labour Legislations, Labour Policy, Emerging Issues and Future Trends

Social Security Legislation: An Overview, The Workmen’s Compensation Act, 1923, The Employees’ State Insurance Act, 1948, The Maternity Benefit Act, 1961,The Employee’s Provident Fund and Miscellaneous Provision Act, 1952, Health Insurance, Long-term disability, Retirement and gratuity, Paid time -offs, workers compensation, EAP’s, Child care and fitness, Mental health policy, educational benefits, current practices in Industries

2.     Singh. B. D(2009). Labour laws for managers. India: Excel Books. 

3.     Tandon. M.P Civil Procedure Code. Allahabad Law Agency, Allahabad 

4.     Dr. D K Singh (Ed). V. N Shuklah’s the Constitution of India; Eastern Book Company, Luknow.

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

This course exposes students to the functions of the economy and draws out the relationship between macroeconomic variables like the level of income, employment, prices, investment, money supply, trade and forex, etc. It will also discuss how the design of government policy measures in regulating and planning for the economy take place. Specific problems like inflation, growth and the control of business cycles will be addressed, with respect to the Indian economy. The students will be oriented towards the economic scenario of India and its various aspects that affect business. Students also will get an understanding about the economic role of the state and government and foreign direct investment strategies in Indian business.

1.       To understand economic environment of business in India
2.       To understand economic reforms and industrial policies in India
3.       To understand how market functions and its direct impact on HR decision process

Broad profile of Indian Economy, Macro economic scenario, microeconomic scenario, Indian Industrial environment, Economic planning in India. Industrial policies since independence to the latest, mall industry environment: small scale industry, cottage industry. Challenges of the Indian economy

Development finance: Banks and financial institutions, cooperative banking; Public sector: disinvestment, privatization, State support to public institutions; Foreign direct investment: multinational corporations, transnational corporations; Foreign Institutional Investment

Introduction to managerial economics, Production functions, Law of Variable proportions, returns to scale and economies of scale. Costs, Isoquants, Least cost combination types of costs, Short run costs and long run cost, Revenue Analysis –TR, AR and MR, and break even analysis, Market structure and pricing policies (types, Price determination and competition). Market failures. Game theory for managers (basics and strategy, Nash equilibrium)

Demand Analysis, Elasticity of demand, estimation of demand and forecasting

Demand and supply of labour, labour market equilibrium, Characteristics of labour market, Labour mobility, discrimination of labour and evaluation

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

Misra, S.K, & Puri. V.K. (2002). Economic environment of business. New Delhi: Himalaya publishing House.

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

Gupta.S.L(2007). Business economics: Theory and applications. Brijwasi Book Distributors

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

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

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.

By the end of the course students will be able to

1. Understand the application of psychological research in the field of human resource management
2. Identify research areas in the field of organizational psychology and human resource management
3. Gain introductory knowledge and skills in research methodology
4. Develop research proposal by conceptualizing and reviewing the related literature

Orientation to 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.

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

CIA-1 (15 marks)

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA.

This course aims at building practical knowledge and skill in the field of human resource management and development. The student will be able to engage with organization for the brief period to have an overview of the actual systems and processes one would have to associate with. This course helps the overall development of the student wherein HR concepts theoretically learnt could be understood from a field perspective.

This internship would provide the students an opportunity to- 

• Expose themselves to a business environment, to familiarize themselves with the industrial setting
• Observe the dynamics of the work place setting
• Orient themselves to the experience of worklife

• understand the functions of the human resource management and process in detail. 
• relate to theories and design application strategies scientifically.

To understand and familiarize with the organisation functions and processes. The students have to adhere to the guidelines of the organisation and follow the outlines given by the institution. The outline for internship consists of:

Personnel learning and induction in the organization

·         Recruitment and selection

·         Methods of learning and induction

·         Learning need assessment

·         Evaluation of learning techniques

·         E-learning & Career management

Employee compensation

·         Nature of compensation

·         The pay system in the industry

·         Incentives, bonus and benefits provided to the employees

Studying data on the financial and economical environment in an organization

·         Studying a balance sheet

Performance management

·         Nature of performance appraisal

·         Methods of performance appraisal

Employee relations

·      Employee involvement forms

·         Communication channels- Personnel information system, House journals

Employee Relations

·         Legal issues and role of the legal advisor

·         Types of disciplinary methods

·         Discipline/ Grievance management

  Statutory provisions in the industry

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

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

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

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

The winter internship will be evaluated for 50 marks. Following are the details of the assessment

Internship presentation- 15 Marks

Final report evaluation -30 Marks

Feedback from the supervisor- 05 Marks

Course Description: This course has been conceptualized in order to familiarize students on mentoring and coaching skills in a corporate world. Students will also understand and apply the systematic process involved in becoming a business consultant.

Course objectives: This course will help the learner to

• Understand how coaching and mentoring can benefit individuals and organizations
• Learn about basic skills required to perform coaching and mentoring in organizations
• Gain familiarity on the use of psychometric assessments for coaching and mentoring in organizations
• Understand the process involved in becoming a business consultant 

●      Demonstrate knowledge and understanding of the range of skills required to successfully engage in coaching and mentoring for individuals and organizations.

●      Critically Analyze the need of psychometric assessments for coaching and mentoring in organizations 

●      Understand and develop a consultancy proposal

●      Understand the tools, skills and techniques that the consultants can draw upon in order to develop the solutions to their clients.

Process & model, assessing coaching effectiveness, coaching model; coaching role and assessment in Coaching. Monitor Employee Performance; Diagnose performance improvement , Requirements and techniques and tools of Coaching

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

Consultant and role, Internal and external consulting, Process, types and essentials, Who is a consultant, need for consultancy

Process of developing a consultancy firm, developing essential consulting skills, discussion forums with corporate leaders.

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

3.   Berridge, J., Cooper, C. L., & Highly-Marchington, C., (1997) Employee assistance programmes and workplace counselling

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

Course Description

The present course provides an understanding of the role of mind, cognition and neuroscience in the field of organizational behavior. The course introduces the concept and philosophy of the mind. It addressed different perspectives related to the conceptualization of the mind. The program then connects these perspectives with contemporary theories of the mind – specifically the cognitive neuroscience perspective.The course also introduces cognitive perspectives and their implications for the field of human resource development, as well as cutting edge research in the area of neuroscience and the benefits of integrating this understanding into current organizational behavior practice.

Course objectives: This course will help the learner to gain a familiarity with:

·      Different philosophical perspectives of the mind

·       Artificial Intelligence in Human Resource Management

·       Cognitive Assessments and Interventions in Human Resource Development

.,            Neuroscience and its application the field.

·       Critique different historical and philosophical perspectives of the mind.

·       Describe existing Artificially Intelligent systems in Organizational Behavior and develop ideas for new systems given the current needs in this field.

·       Assess and map different cognitive processes to different work requirements

·       Explain how cognitive skills enhancement is carried out.

·       Describe the basics of neuroscience and contemporary trends applied in human resources

·       Design cognitive neuroscience experiments that would be applicable in a human resource development field. 

What is mind? Ontological alternatives; Dualism of mental and physical phenomenon – Mind body problem, substance dualism, casual interaction problem, property dualism.

Can machines think? Mechanical models of mind. Rule structured programming, parallel distributed processing. Simple mechanical minds, intrinsic vs. extrinsic representation. Creative problems for mind and machines.

Cognitive Processes; Cognitive assessments in the HR setting; Training and enhancement of cognitive skills.

Basics of Neuroscience; Issues in understanding the role of neuroscience in Organizational Behavior; Applications of Neuroscience in HR- Neuromarketing; Neurofeedback

Sternberg RJ and Mio JS. Cognitive psychology. 5th ed. Belmont, Calif.: Wadsworth, 2009, p.xxviii, 657 p.

Kolb B and Whishaw IQ. Fundamentals of human neuropsychology. 6th ed. New York: Worth, 2009, p.xvi, 818, 74 p.

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

Jacquette, D. (2009). The philosphy of mind : The metaphysics of consciousness. London:  Continuum International publishing group

Nagel, T. What is it like to be bat?

Dirks, N. (2001). Castes of mind: Colonialism and the Making of Modern India. PUP

The Cambridge handbook of consciousness

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

This course introduces students to the concept of Organizational Development (OD) and the theoretical models explaining it. In the given dynamic business environment that we live there is a constant need for managers to deal with evolving challenges. This course aims at making the students understand about the process of organizational diagnosis and implement interventions. The course also explores the dynamics of power, politics and ethics while implementing change. The course focusses towards professional excellence by building practical skills and innovativeness through engaging in some of the best practices and coming up with unique ways of dealing with current problems.

Course Objectives: This course will help the learner to

• Discuss the theories involved in the field of organizational development
• Develop knowledge of professional role and dynamics of an organization to initiate OD process.
• Develop a working knowledge of the entire process in OD from entering, contracting, collecting data and diagnosis, methodologies, implementation and sustaining change
• Engage in learning OD interventions by understanding the best practices and proposing innovative practices.
• Develop facilitation skills by working in teams to develop better perspective of individual differences while engaging at work.

·         Evaluate the theories in the field of OD

·         Examine the role of OD and the nature of engagement within the organization

·         Describe the intervention techniques suitable across organizations

·         Identify the best practices based on the need of the organization 

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

Theories of planned change- Lewin, Action research, General model of planned change.

The OD Practitioner, Client- Consultant relationship.

Power politics and organization development, Ethics in OD, Recent trends in OD

Entering and contracting

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

Definition of OD intervention: selecting an OD intervention, Classification of OD interventions,

 Motivating change, developing political support.

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

1.     Training: Process, Need and significance, Models

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

3.     Training Evaluation: Competency Mapping, Logic Model

HRD in India: HRD in Indian industry

Burke, W. W. (2008). Organization change: Theory and practice. Sage publications.

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

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

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

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

Course Description

This course has been conceptualized  to create 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 needs to be done.

Course objectives:

• This course will help the learner to gain a familiarity with the common mental disorders understand the manifestation and etiology of the disorders and  learn about its management
• To orient the students about National Mental Health Policy 

●      Understand the type of mental health problems that may be present in the workplace

●      Provide first aid to an employee with mental health issues

●      Refer an employee to a mental health care centre for management and rehabilitation

Concept of normality and abnormality. Brief introduction to systems of classification and basic features- DSM-5, ICD-10. Status of mental health in India.

Addressing mental health issues at the workplace: Medico-legal issues in mental health. Ethical issues. Focus on in-house mental health and wellness programmes

Clinical features- Substance dependence, Behavioral addiction, Schizophrenia, Cluster A, B and C personality disorders. Emergency care and supportive psycho-social care

Clinical features- Depression, Bipolar 1 and Bipolar 2, Anxiety Disorders, Adjustment disorder, Dissociative disorder, Somatic symptoms disorder, Sleep disorders, Eating disorders. Emergency care and supportive psycho-social care

Screening- Mental Status Examination (MSE). Process of referral to mental health professionals. Stress and burn out related interventions; Managing sleep and nutrition. Managing emergencies at the workplace- Crisis interventions

Introduction to CBT, Gestalt techniques, JPMR, Yoga, Meditation, Art based interventions, Gestalt therapy- empty chair technique.

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

CIA-1 (30 marks)

CIA-2 (30 marks)

Class Participation (5 marks)

Attendance (5 marks)

ESE (30 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

Course description

The course is framed from the purview of the positive psychology movement which discusses its theory, research and application of happiness/ subjective well-being (SWB) and emotional intelligence (EI) as potential POB capacities. The best POB criteria-meeting capacities in combination represent psychological capital (PsyCap) which is inevitable in the enhanced understanding and effective application of organizational behavior.

Course objective

• To help the students to acquire insights into their own strengths and positive psychological capacities
• To increase their and others’ wellbeing and
• To become efficient HR professionals

The context of positive psychology.Levels of positive psychology.Defining POB.Categories of positive approach.Positive psychology in practice-work, mental health and behavior, stress management.

Self- Efficacy/Confidence Theoretical background and meaning.Process, impact and sources of self-efficacy.Implications for self-efficacy in the workplace.

Positive Thinking Dimensions of Optimism.Implications of Optimism, Hope, Resiliency Quality of Life and Flow in the workplace.

Subjective Well-Being (SWB) and Emotional Intelligence (EI) Positive emotions, happiness, subjective wellbeing.SWB in work.The role of intelligence in workplace.Emotional Intelligence in the workplace. Interventions with positive approach.

1. Froman, L. (2009). Positive psychology in the workplace. Journal of Adult Development, 17 (2), 59-69, DOI:10.1007/s10804-009-9080-0
2. Luthans, F. (2008).Organizational behaviour. 11th ed. Boston: Mc-Graw Hill International      Edition.
3. Linley, P.A. & Joseph, S. (2004). Positive psychology in practice. (eds.). NJ: John Wiley & Sons, Inc.
4. Pareek, U. (2007). Understanding organizational behaviour.2nd. Ed. New Delhi: Oxford University Press

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

Case is a documentation of events of significance occurring in one or more organizations that teach example and vicarious experience. Case analysis is an essential part of HRM/HRD that improves analytical, logical, communication, presentation and decision making skills of students. This course helps them to do a good case analysis by stressing on the precision and validity of evaluation, problem diagnosis, creating alternative solution and predicting outcomes. Case studies would also simulate a situation where students can work on the implications of decision making and effectively communicating the results as well. Through this course, students will be familiarized to transfer theoretical input into practical principles. The case studies would be chosen in tune with the HR topics the students covered in the previous semesters or based on the requirements of the course. The course would also include case development by students based on their understanding of the concepts of case analysis and their internship experience.

After completing the course, the students will be able to:

• Have an orientation about case study as a method of learning
• Understand the steps involved in case analysis
• Present the cases in case discussions
• Comprehend the steps involved in case writing

• Understand the concepts of case study analysis as a learning method
• Evaluate the available information and create case studies by themselves

Conceptual understanding in case analysis; case study discussions. Steps in case analysis.

Case study development using Participant Observation, Unstructured Interviewing and Documentary data collection.

2.     Ellet. (2007). The case study handbook: How to read,discuss, and write persuasively about cases. Harvard Business School Press.

3.     Leenders, M. & Erskine, J. (2001). Writing cases. London:  University of Western Ontario.

4.     Heath, J. (1997). Teaching and writing case studies: A practical guide. Wharley End: The European Case Clearing House.

5.     Rosenthal, D. How to write best-selling cases.

6.     Wrage, S. D. (1994). Best case analysis: What makes a good case and where to find the one you need. International Studies Notes,  19 (2): 21-27.

CIA-1 (15 marks)

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

This course is aimed at introducing the students the basic concepts of Information Management Systems (IMS). It also intends to enhance the understanding of the learner about the various strategic uses of IMS. Contemporary approaches to IMS will also be explored in this course.

Course Objectives:

• Demonstrate fundamental knowledge about the concepts in IMS
• Understand the scope of IMS in organizations
• Be aware about the various types of IMS
• Understand the role of Information systems in organization decision making

• Explain the various concepts of Information Management Systems
• Discuss the scope of IMS in the organizational setting
• Identify the role of IMS in organizational decision making 

Role and scope of Information Systems in organizations 

Information Systems as value addition in organisation and management 

Contemporary approaches to Information Systems: technical and behavioural

Types of Information Systems, their inter relationships and use 

Information Systems in Decision Making 

Value Chain Model

Resources such as hardware, software, and telecommunications, database, 

Internet and electronic commerce, and Internet Security & Ethnical Challenges

Basic Concepts of Information Systems

CIA-1 (15 marks)

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

The course is designed with the aim of preparing the students to take up organisational assignments in the future. In this course, the students will learn the various models and frameworks of talent management in the organization and learn to apply the same. The pedagogy of this course will be more of learner-oriented than teacher centred. The course will involve exercises, readings, book reviews, presentations and case presentation and analysis.

• Get a practical approach to working in an organizational setup
• Be equipped for various HR functions like decision making, assessment etc
• Understand personal talent and be able to manage talent as well

• Examine the role of the HR professional as a talent management function
• Explore the various model to implement best practices within an organization

Definitions, Perspectives, Importance, Trends, IQ Vs EQ - Need of the hour, Difference between Skill, Competency and Talent Ability Types; Management Abilities; Measuring and Identifying Abilities Skill Types; Management Skills; Measuring and Identifying Skills Attitude and Aptitude

Competency Types; Models and Theories; Measuring Competencies Competency Matrix; Assessment and Development Centers Assessment: Design and Execution, Observe and Record, Tools Competency and HR Decisions

Identifying, Acquiring, Motivating and Retaining Talent Strategies for Managing Talent Self Development: Johari Window Simulation techniques & Group exercises

Understand personal talent Tacit Knowledge and its relevance in talent Aligning individual talents to Organizational goals Human Capital and Talent Management Linking Leadership and Talent.

Dalton G.W. & Thompson, P.H (1991). “Novations”. The Four Stages of Careers in Organizations. A booklet on Novations Group. Inc. Provo, Utah, USA.

Noe, R.A., Hollenbeck, J.R., Gerhart, B. & Wright, P.M. (2011). Fundamentals of Human Resource Management. 4th ed. McGraw-Hill.Chicago, IL.

Beardwell, I., Holden, L,. & Clayton, Tim. (2004). Human Resources Management: Contemporary Approach. Financial Times Prentice Hall.

Hofstater, D. R. (1989). Godel Escher Bach: An Eternal Golden Braid. Vintage Books Edition, May.

Hackman, J.R & Oldham, G.R. (1976). Motivation through the design of work: Test of theory. Organizational Behavior and Human Performance, 16, pp.250-279

Hackman, J.R & Oldham, G.R (1980). Work redesign reading. Mass:Addison Wesley 

Cappelli, P. (2000). A market-driven approach to retaining talent. Harvard Business Review, pp. 103-112

Mohanakrishnan, R. HR Strategy to optimize human capital: an integrated approach through talent management.

Huselid, M.A., Becker, B.E., & Beatty, R.W. (2005). The Workforce Scorecard: Managing Human Capital to execute strategy. Harvard Business School Press.

CIA-1 (15 marks)

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

‘ Share a smile’ is the service-learning intitaive which will be undertaken by the students in third semester. This activity will enable the students to understand the concept of corporate social responsibility. As part of this initiative the students will raise funds and use the fund for a social cause. The students will be involved in the process of identifying the social cause,  generating the funds, contributing it to the needy organizations. The students will be spending a day wherein they will be involved in interacting with the stakeholders.

Course objectives

1.     Approach service with an attitude of respect and equality

2.     Expand awareness and knowledge of local community issues

3.     Develop relationships with people of diverse backgrounds and recognize the way in which these relationships enrich our lives

4.     Possess skills to coordinate and organize events

•  Demonstrate the reciprocal nature of services.
•  Analyse the need of the community and the issues related to it.
•  Apply the knowledge in enriching the relationship around.
• Demonstrate the understanding of corporate social responsibility.

Service learning: The concept, Objectives and Scope; Need for community and Academia (University) interface. 

Students  will partner with various organizations working in the areas of education, development and health. As part of the course requirement the students will be involved in the service delivery activities of the organizations they affiliate with. Every week two hours will be spent by the students in service learning activities. Organizations the students affiliate with 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 community and facilitate meaningful learning.

Reflection is a core component of service-learning. 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 students are expected to discuss in class at the end of this course.

1. Bowman, N.A., Brandenberger, J.W., Mick, C.S., & Smedley, C.T. (2010).  Sustained immersion courses and student orientations to equality, justice, and social responsibility: The role of short-term service-learning.  Michigan Journal of Community Service Learning, 17(1), 20-32.
2. Kronick, R.F., & Cunningham, R.B. (2013).  Service-learning: Some academic and community recommendations.  Journal of Higher Education Outreach and Engagement, 17(3), 139-152
3. Simons, L., & Cleary B.  (2006). The influence of service learning on students’ personal and social development.  College Teaching, 54(4), 307-319

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

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 conducting seminars on selected concepts by examining the issue closely. This course improves the knowledge level of the students about the various topics.

1.      comprehend contemporary issues in Human Resource Management

2.      debate on the various critical issues in HRM

3.      increase their knowledge of the latest developments in the field of HRM

4.      critically analyze the various issues in HRM

Professionals orient the students on the most relevant trends in HR.

Organizing a professionalization seminar, interacting with professionals, co-coordinating with the class, arranging the session. Writing a report on the seminar and critically evaluating their learning and its practical application.

Total marks -50

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.

1.Understand the application of psychological research in the field of human resource management

2.Develop research skills in organizational research

3.Identify research areas in the field of organizational psychology and human resource management

4.Gain knowledge in research methodology

5.Complete a research project by conceptualizing, reviewing, collecting data and discussing the results

choosing approriate methods

Choosing the right sources and articles

Writing a review of literature

Various methods of analysis

Introduction to softwares for data analysis and reference management

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

CIA-2 (15 marks)

Class participation & Attendance (5 marks)

Summative Assessment (15 marks)

All CIAs are must pass assessments, A grade of 50% is required to pass the course. If a student fails to meet the grade, s/he will have to repeat the CIA again before moving to the next CIA. The student must pass all CIAs to be eligible to write the ESE. The passing grade for the ESE is 40%

Course Description: At the end of the second semester, all students are required to do summer research internship for five weeks. The students are provided the essential training during their course on research methodology and academic writing. The students have to pursue this research internship under the guidelines of the supervisor.The students are expected to have completed their research proposal and IRB (Institutional Review Board) approval before carrying out the summer research internship.This internship activity enhances the quality of research writing by engaging the students and exposing to the research culture.

Course Objective

This course enables the learner 

Demonstrate the understanding of research and set the research goals and communicate effectively with the supervisor.

Learn about the systematic way of carrying out the investigation.

Experience the process of data collection based on the method that has been developed.

Build the research and publication culture in their professional life.

• Execute the process of data collection under strong research guidelines
• Evaluate one's learning experience through the process 

The following processes to be followed by the students during this Internship

1.   The students have to submit the data collection plan in the first week of the summer internship in the learning management system (LMS). Also students have to submit the list of identified journals.

2.    In the second week, the draft of introduction section tailing with the rationale has to be submitted.

3.   The review articles that supported the development of the introduction (background) section has to be compiled and submitted, along with the references, in the third week

4.   In the fourth week revised method section has to be submitted.

5.   Journal of data collection along with the data file has to be submitted in the fifth week

Data collection plan (5 Marks)

Introduction with rationale (15 marks)

Method (5 marks)

References (5 marks)

Experience sharing of data journaling (5 marks)

Data auditing (10 marks)

Timely submission (5 marks)

Certification workshops are geared towards providing opportunities for the students to attain mastery in skills in the following areas. 

These certifications will further enhance the employability of students and provide them with skills that can be used effectively in the domain of training and consultancy. 

1.Gain an additional qualification or mastery over a particular area

2.Acquire  HR skills  that will help them further in their careers

3.Open up avenues for further studies in the field of Human Resources

• Explore the skills in the field HR to be used in the real-time situation
• Evaluate the knowledge gained through the process of professional interactions

Individual & Group Coaching

·Transactional Analysis

·Diversity Management

·Competency Mapping

·360 Degree Feedback

·DISC Profiling

·Competency based interviewing

·Executive coaching skills

·NLP for practitioners

CIA 1- 30 marks

CIA 2- 30 marks

5 marks- Attendance

5 marks- Conduct and Engagement

30 marks- Session Reports

Each student must intern in an organization for about 3 months (approximately 375 hours) to understand the HR practices in various types of organization. At the end of the internship the students must submit a detailed internship report. The interns must work under the guidance of an internal as well as external supervisor. The evaluation will be made based on the performance of the interns by the internal supervisor in consultation with the external supervisor.

The students are expected to work individually in a organization and take up a project work.  The topic for the project can be selected based on the broad area of interest of the student or based on the specific requirement of the organization. Students must submit the project report at the end of internship.

1.      Apply concepts and techniques learnt in their three semesters to real-life problem/situations at work 

2.      Achieve high level competencies and skill to work with organization 

3.      Develop an appreciation for the linkage between organization and its macro-environment 

4.      Reduce the gap between theory and practice 

5.      Understand the application of psychological principles in organizational setting 

6.      Understand possible career options and organizations to interact with and understand the students for eventual future placement

Internship

ESE (VIVA) -60 marks

Total - 200 marks

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. A faculty supervisor would be allotted as a guide to them from the department. Students are required to consult their research guides once every week and conduct their research work. Faculty supervisors will monitor the progress at all stages of the research project.

After completing the course the students will be able to:

1.   Understand the application of psychological research in the field of human resource management

2.   Develop research skills in organizational research

3.   Realize the importance and need of organizational research

4.   Identify research areas in the field of organizational psychology and human resource management

5.   Gain knowledge in research methodology

6.   Complete a research project by conceptualizing, reviewing, collecting data and discussing the results

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. A faculty supervisor would be allotted as a guide to them from the department. Students are required to consult their research guides once every week and conduct their research work. Faculty supervisor’s will monitor the progress at all stages of the research project.

CIA I: 30 Marks – Individual Written Assignment

Objective: Submission of proposal, Individual chapters

CIA II: 30 Marks–Individual Assignments

Objective: Evaluation of dissertation

Total = 60 marks

Attendance and class participation- 10

Part: End Semester Examination

Research Viva

Total Marks= 30 (Evaluated out of 50)