OBHR 101
Management of People at Work
Session 2 OB AS A SCIENCE
Dr. Low Chin Heng
LKCSB Adjunct Faculty
chlow@smu.edu.sg
2-1
Check-In Question
How do we use OB knowledge for
management decisions?
Image Source: Free photo from Canva.com
2-2
Agenda
 Practical Skill 1: Finding relevant management research/ literature
- Research Skills Workshop by SMU Business Library
 OB as a Science:
- Evidence-based Management (EBM)
- Introduction to MARS Model
 Practical Skill 2: Conducting an Interview Study
 Practical Skill 3: Facilitation
 Administrative Matters
2-3
Examples of Interesting Research Findings
Companies often celebrate employees who successfully pursue their passion. Academic research suggests that these positive
evaluations occur because of the passion percolating inside the employee. We propose that supervisors are also a key piece of this
puzzle: Supervisors who are more successful in their own pursuit of passion place more value on passion in their performance
evaluations. This produces an interpersonal dynamic whereby employees who are more successful in pursuing their passion may
receive higher performance ratings when their supervisors are also more successful in pursuing their passion. We provide support
for this core hypothesis across a crowd-sourced study with a heterogeneous sample (N=106 subordinate-supervisor dyads), a field
study with a financial services company (N=321 subordinate-supervisor dyads), and a laboratory experiment (N=205) that offers
both causal and mediating evidence. Crucially, we demonstrate that this interpersonal dynamic is specific to passion and does not
apply to less observable motivations (intrinsic and extrinsic motivation). These results demonstrate that supervisors who
successfully pursue their passion may overvalue passion relative to other valuable attributes, leading to potential bias. They also
give a new perspective on managing upwards: Employees may further their own careers by helping their supervisors pursue their
passion.
Jachimowicz, J. M., Wihler, A., & Galinsky, A. D. (2021) My Boss’ Passion Matters as Much as My Own: The Interpersonal Dynamics
of Passion are a Critical Driver of Performance Evaluations. Journal of Organizational Behavior, Special Issue Article.
[Researchers] propose that multitasking behavior influences creativity on subsequent tasks and that it does so through a serially
mediated process in which multitasking increases activation, which increases cognitive flexibility, resulting in a positive effect on
downstream creativity. We build support for our hypotheses…an archival study using coded data from the TV show, Chopped, and
a laboratory experiment test the direct link between multitasking and subsequent creativity; while a quasi-experimental field
study with restaurant servers and a second laboratory experiment examine the full serial mediation model. Results from the
archival study and the first lab experiment support the proposed theory of a positive relationship between multitasking and
subsequent creativity. Results from the quasi-experimental field study and second lab experiment suggest that multitasking
increases creativity through activation and cognitive flexibility acting in tandem.
Kapadia, C., & Melwani, S. (2021). More tasks, more ideas: The positive spillover effects of multitasking on subsequent creativity.
Journal of Applied Psychology, 106(4), 542–559.
2-4
Orientation to Research Articles
Don’t be frightened off by profound-looking stuffs
Read the gist of good research, pay attention to the section on “practical implications”,
“organizational implications” or “management implications”
2-5
Identifying High Quality Management Research
Australian Business Deans Council Journal Quality List 2019
Take note
of the
Ranking
2-6
Let’s Draw Some Interim Conclusions
about Management Literature for MPW…
What?
Besides the recommended textbook , it can take the form of
research articles, published in peer-reviewed business/
management journals, reporting the results of original research
and its contribution to OB knowledge.
So What?
Research articles report the evidence of theories at work and the
contexts in which they worked, thereby providing us with useful
background information on what, where, when and how theories
should be applied when we face different management situations.
2-7
Now What?
Look for high quality peer-reviewed research articles, read them,
and learn from them with regards to the OB theories we apply.
Especially those published within past 5 – 10 years.
ORGANIZATIONS
Better predictions between
cause (management
decision/ action) and
effect (outcome)
Groups of people
working
interdependently
toward some
common purposes
A STRATEGIC
APPROACH
Apply OB theories
to inform
management
decisions and
actions
Systematic Research and Practical
Orientation Anchors
• OB knowledge is built on
systematic research
• Practice is grounded in
evidence-based management
Need to better predict colleagues’
actions, decisions and outcomes
for organizational effectiveness
ORGANIZATIONAL
BEHAVIOR (OB)
Research
evidence
Study of what
people think, feel
and do in
organizations
2-8
Nature of an OB Theories/ Concepts
• An OB theory/ concept offers a rationale to:
- Address the ‘Why’ question in a workplace phenomenon; and
- Provide the possible explanations for the relationships observed
in an organizational context.
• It can involve a set of propositions, each stating a relationship
between people, objects and/ or events.
Example
Path-Goal Leadership Theory: Effective leaders choose the most
appropriate leadership style(s), depending on the employee and
situation, to influence employee expectations about desired results
and their positive outcomes.
Source: Adapted from Tharenou, Donohue and Copper (2007). Management Research Methods. New York: Cambridge University Press
2-9
Good OB Theories/ Concepts
• Validated by robust research evidence and findings, i.e. those
reported in credible management literature (e.g.
recommended textbook and high quality peer-reviewed
academic/ business journals)
• Widely generalizable
• Clarify the contexts in which they would be effective or not
2-10
Typical Setup of OB Theories
Outcomes
Inputs
Processes
Independent Variable
Mediating Variable
Dependent Variable
People
People
Management
Organizational
Performance
(E.g. Individual
Ability)
(E.g. Motivation
Practices)
(E.g. Task
Performance)
Operating Context
Moderating Variable
External and Internal Influences
(E.g. Economic Recession/ Organisational Restructuring)
2-11
MARS Model of Individual Behavior
Individual
characteristics
Personality
Situational
factors
Motivation
Values
Individual behavior
and results (BAR)
Self-concept
Perceptions
Emotions &
attitudes
Stress
Ability
Role
perceptions
2-12
MARS Model: Motivation
Motivation: Internal forces that affect a person’s voluntary behavior
• Direction: Path along which effort is steered (i.e. directed toward a goal)
• Intensity: Amount of effort put in, to try achieving the goal
• Persistence: Amount of time put in, to maintain effort
Motivating employees effectively implies motivating them on all the three
components listed above.
S
M
A
BAR
R
2-13
MARS Model: Ability
Ability: Aptitudes and learned capabilities required to successfully complete a task
Generally, individuals feel and perform better when they get to do tasks for which
they have the ability
Strategies for improving person-job fit:
1. Select individuals with demonstrated abilities
2. Train individuals for the abilities required
3. Redesign jobs such that individuals work within their current abilities
S
M
A
BAR
R
2-14
MARS Model: Role Perceptions
Role Perceptions: Understanding of the job duties expected
•
•
•
Roles exert a normative pressure on individuals to behave within the
understanding of what is allowed and expected of them
Akin to actors and actresses playing the roles stated in their scripts
Individuals tend to behave according to how they perceive their roles
S
Example:
- Role of a student
- Role of a student club chairperson
M
A
BAR
R
2-15
MARS Model: Role Perceptions
Role perceptions are clearer when we understand:
• Our tasks or accountable consequences
• Task and performance priorities
• Preferred behaviors and procedures
Benefits of clear role perceptions:
• More proficient job performance
• Better coordination with others
• Higher motivation because of higher belief that effort will lead to
expected outcomes
2-16
MARS Model: Situational Factors
Situational Factors: Conditions beyond
person’s short-term control that
constrain or facilitate behavior
•
•
Constraints – time, budget,
facilities, etc.
Cues – e.g. signs warning of
nearby hazards
S
M
A
BAR
R
2-17
Group Work for MPW
1) Group Project (Due Week 13)
2) Group Case Presentation & Facilitation (One group per week; weekly
basis; starting next week)
Desired Learning Outcomes:
• Hone our discernment when judging a workplace situation
- Relying lesser on intuition
- Tapping more of OB knowledge
•
Work with new “colleagues” as a team
•
Pick up some new workplace skills
2-18
Group Project:
Interview Study
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2-19
Group Work
Group Project
• Interview an individual, and report on a phenomenon that he/ she has encountered at the workplace. The
phenomenon can be a problem or a neutral fact, but usually it comprises interrelated issues.
• Analyse the phenomenon using OB knowledge, and recommend the response(s) that would create
positive impact and outcomes. The recommendations should also be based on OB knowledge and inspired
by findings from management literature (i.e. those published in reputable academic/ business journals).
• No need for audio-recording of interview; can just take notes of meeting.
Interviewee
• An individual working/ have worked in an organisation (can be private, public or not-for-profit sector, local
or global).
• There is no need to impress with “big names”, be it the individual or the organisation.
Deliverables
• Powerpoint slides (that anonymize organization and interviewee names; include citations and references
using APA style); for a 10-minute presentation in Week 13.
• Brief paper with citations and references using APA style (no longer than 3 pages excluding references, Arial
12 pt, 1.5 line spacing, normal margin of 1” all around; anonymize organization and interviewee names).
• End presentation with evidence-based recommendations (this is only for the Week 13 presentation and brief
paper; not for the interviewee/ organization).
• Business email address of individual interviewed (for verification purposes).
• Submit pdf slides and paper on eLearn > Assignments, anytime before the actual presentation at MPW class
(in Week 13); please print a hardcopy for Prof’s onsite reference.
2-20
1) Group Project
What is an Interview Study?
Qualitative Research looks at the research participant perspectives about
particular people, things and events, in order to better understand the meaning
of the phenomena observed.
For this MPW course, you work in your group on an Interview Study:
• Deepen your understanding of the rich, complex and idiosyncratic
nature of human attitude/ behavior in organisations
• Apply OB theories/ concepts to explain the issues involved
• Provide recommendations based on management literature
For more information on research methods, see for instance,
Cavana, Robert Y., Delahaye, Brian L., & Sekaran, Uma (2001)
Applied Business research: Qualitative and Quantitative Methods.
John Wiley & Sons Australia, Milton, Queensland.
2-21
Examples of Workplace Phenomenon
involving Mix of Organizational Issues
• Employee attitudes, e.g. job satisfaction, perceived organizational support
and organizational commitment
• Employee behaviour, e.g. absenteeism, presenteesim and performance
• Employee personalities, e.g. person-job fit and person-organisation fit
• Employee impressions, e.g. perception, and employee and organizational
expectations
• Employee motivation, e.g. organisational justice, extrinsic and intrinsic
motivation
• Leadership, e.g. different leadership styles at work, leadership qualities and
organisational outcomes
• Teamwork, e.g. team design and relevance to operating context
• Organizational culture, e.g. adoption and outcome of culture
• Organizational change management, e.g. resistance to change, effective
change and complexity of change
2-22
Sample Interview Questions (think through and sharpen
your own questions)
1.
2.
3.
4.
5.
6.
7.
8.
Please describe a decision that happened to you at work in
which strong emotions were involved.
Who were the key players in the incident?
How would you describe the incident from their perspectives?
What were the demographics of the key players like?
What would you say were the incidents leading up to that
event?
What kind of organisation did you and the key players work in?
What kind of business was it in?
What happened after the incident?
As a gauge, the interview should not take more than 45 minutes
2-23
Let’s talk about the
Interview itself…
…unlikely to
look like this
Image Source: Free photo from Canva.com
2-24
Conducting Interviews on Zoom (or other virtual meeting tools):
Good Practices
◦ Limit capacity. Ask yourselves, “How many interviewers are too many?” If the
interviewers outnumber the interviewees, interviewees might feel
overwhelmed. Perhaps, some from your group should turn off their webcams.
◦ Plan for a slower process. Use fewer interview questions and/or send questions
ahead of time. Expect technical issues at Zoom interview; and that lag time may
increase interruptions. If multiple interviewers are involved, coordinate an
approach for asking questions to avoid interruptions.
◦ Length of interview. Keep to at most 45 minutes to avoid fatigue for both sides.
◦ Maintain professionalism. Dress as you would in a F2F interview. Make sure the
video background (real or virtual) is professional and limit interruptions in the
background.
◦ Accept awkwardness. Often, it is more difficult to read social cues and body
language virtually. Some people may also be less comfortable on screen than
they are in person. So… chillax, and just do your best 
2-25
Levels of defence barriers
Pattern of Interview: Good Practices
Ritual, e.g. “Good morning…”
Pass time, e.g. “How are you today?”
Reason
Rules
Preview
Activity no. 1
Activity no. 2:
a series of question sequences
Ritual
Pass time
Final questions
Future action
Summary
Final comments
Intimacy
Entrance time
investment
Rapport
zone
Exit time
investment
Time elapsed
Source: Cavana, Delahaye, Sekaran (2001: 139)
2-26
Interviews Questions: Good Practices
Keep interview questions as short and specific as possible
- Avoid ‘blab’ words, jargons and words that confuse interviewees, e.g. “What
are the antecedents of your job satisfaction?”; “How satisfied are you with
your organisation?”
- Avoid asking for information that interviewees would have forgotten, e.g.
“Tell me more about your favourite cartoon when you were 3 years old?”
- Avoid asking leading questions, e.g. “Do you have any problems with your
boss?” vs. “Tell more about your relationship with your boss.”
- Avoid double-barrel questions, e.g. “Why do you think the staff welfare
programme was successful and vibrant?”
- Avoid double negatives in questions, e.g. “Why didn’t you not take up the
scheme?”
2-27
1) Group Project
End Presentation with Evidence-Based Recommendations
•
•
•
Consult high quality peer-reviewed research articles published within last 510 years
Look at the practical implications of the evidence and findings
Use American Psychological Association (APA) in-text citation and referencing
style for both the presentation and brief paper; see the style guide at
http://researchguides.smu.edu.sg/apastyle
Examples of APA referencing style (in alphabetical order)
Opoku-Dakwa, A., Chen, C. C., & Rupp, D. E. (2018). CSR initiative
characteristics and employee engagement: An impact-based perspective.
Journal of Organizational Behavior, 39(5), 580-593.
Tröster, C., Van Quaquebeke, N., & Aquino, K. (2018). Worse than others but
better than before: Integrating social and temporal comparison perspectives
to explain executive turnover via pay standing and pay growth. Human
Resource Management, 57(2), 471-481.
2-28
Group Project
Grading Considerations
Maximum Score: 20%
◦ Identification of Organisational Issues (5%)
◦ Quality of Recommendations (5%)
◦ Delivery (5%) – Can involve entire group or send
representative(s) during actual presentation
◦ Sources and Evidence (5%)
2-29
Group Project (20%)
Grading Rubric
Score
Attribute
Identification of
Organisational
Issues
(5.00%)
Quality of
Recommendations
(5.00%)
Delivery
(5.00%)
Sources and
Evidence
(5.00%)
[C+ and below]
 3.4%
[B-/B/B+]
3.5% - 3.9%
[A- and above]
4.0% - 5.0%
OB issues within the workplace
phenomenon highlighted were
incoherent. Some helpful
observations, but mostly
tangential to the workplace
phenomenon. Wrong
understanding of OB concepts.
Correctly identified OB issues within
the workplace phenomenon, but
there were flaws in the
understanding of OB concepts
involved.
Correctly identified OB issues within
the workplace phenomenon, and
adequately drew out the OB
concepts involved. Perhaps even
offered fresh insights into the
phenomenon through the OB
perspective.
Recommendations show little
effort in thinking through the
workplace phenomenon.
Recommendations were
superficial generalisations.
Recommendations were relevant to
the workplace phenomenon,
substantiated by proper OB research,
and would be helpful. There might be
some logic gaps though.
Recommendations were highly
logical and substantiated by proper
OB research. Perhaps even included
some feasible good ideas for creating
positive impact/ outcomes.
Incoherent presentation. Only
some useful parts in the group’s
project findings, analysis and
recommendations conveyed.
Presentation conveyed group project
findings, analysis and
recommendations. There were
moments of awkwardness during
presentation.
Did not use credible/ relevant
Used and cited credible management
management literature/ findings literature/ findings, in APA style, to
to support arguments. Reference support arguments. Reference
contains less than 10 articles
contains at least 10 articles from top
from top academic journals (see academic journals (see ABDC ranking
ABDC ranking list). Severe errors list). Some errors in sources used and
in referencing style.
referencing style.
Coherent and clear presentation of
group project findings, analysis and
recommendations. Perhaps even
with elegance.
Correctly used and cited credible
management literature/ findings,
using APA style, to support
arguments. Reference contains at
least 10 articles from top academic
journals (see ABDC ranking list).
Referencing style is correct.
2-30
Group Case Presentation &
Facilitation
Image Source: Free photo from Canva.com
2-31
Group Work
Group Case Presentation & Facilitation
Each group will present, and facilitate a discussion on the case assigned to it (from Session 3
onwards)
- Set the Context (as a rough guide: 5-10 minutes) on the case.
- Facilitation (about 20-35 minutes) to address the questions asked in each case.
Examples from Course Outline
Week
Week Starting
Topic
Readings
Case Presentations
2
22 Aug 2022
OB as a Science
Chapter 1
-
3
29 Aug 2022
Personality & Values
Chapter 2
i) Promoting Safe Behavior at Mother Parkers
(based on Ch. 1)
4
5 Sep 2022
Perception, Attribution & Decision
Making
Chapters
3&7
ii) SNC-Lavalin Group Inc. (based on Ch. 2)
5
12 Sep 2022
Emotions, Attributes & Stress
Chapter 4
iii) Bridging the Two Worlds (based on Ch. 3)
Deliverables
• Submit pdf slides on eLearn > Assignments, anytime before the respective session; please print a
hardcopy for Prof’s onsite reference.
• Help classmates recall and apply OB concepts/ theories from a previous session.
• Add citations in main slides, and ‘References’ section at end of slide deck (use APA style).
2-32
Group Work
2) Group Case Presentation & Facilitation
Take note of the breaks!!!
Week
Week
Starting
Topic
Readings
Case Presentations
6
19 Sep 2022
Leadership in Organizational
Settings
Chapter 12
iv) Diana’s Disappointment: The
Promotion Stumbling Block (based on
Ch. 4)
7
26 Sep 2022
Employee Motivation & Applied
Performance Practices
Chapters 5
&6
No Case Presentation for this week.
8
3 Oct 2022
Mid-term Break
9
10 Oct 2022
Team Dynamics
Chapter 8
v) Steelfab Corp. (based on Ch. 5)
10
17 Oct 2022
Organizational Culture
E-Learning Week
Chapter 14
No Case Presentation for this week.
11
24 Oct 2022
Organizational Change
Chapter 15
vi) Hillton’s Transformation (based on
Ch. 14)
12
31 Oct 2022
HR Policies & Practices
Contents
will be
provided in
slides
vii) TransAct Insurance Corporation
(based on Ch 15)
2-33
2) Group Case Presentation & Facilitation
A Taste of Managing People
Facilitation is the design and management of structures and
processes that guide, enable and lead people in organizations
to do their work more effectively
- Based on Justice, T., Jamieson, D., & MyiLibrary. (2012). The facilitator's
fieldbook step-by-step guides checklists samples and templates , New York :
AMACOM (3rd ed.). New York: AMACOM.
• In this MPW course, your group uses facilitation to guide your
fellow classmates to: (1) Recall OB theories/ concepts learnt
previously, and (2) Attempt to apply them when analysing the
case (these two goals are analogous to organizational goals)
• Structures: Already there; classmates are already in groups
• Processes: Your group designs and tries out
2-34
Examples of facilitation that you might have
to do at your workplace in the future
• Review your company’s vision and mission, because the current ones were
established 20 years ago.
• Your Finance Director asked you to set up a new online procurement system for
staff members to use.
• Your first job in the HR field involves streamlining the flexi-benefits amidst the
recently introduced work-life balance initiatives.
• You work in a high-end parts manufacturing company and it’s time to get recertified for ISO (customers emphasize its importance); on top of your core
work, you are assigned as the secretariat to prepare your company for ISO recertification.
• Your new CEO asked for bold new ideas to improve teamwork in the MNC; so
your boss asked you to come up with a plan for improving the rapport within
your current team, comprising members from different countries.
2-35
2) Group Case Presentation & Facilitation
Preparation as a Project Group
•
Agree on the OB concepts/ theories in the corresponding chapter that
are relevant to the allocated case
•
Do additional research where necessary for a more holistic
understanding of those concepts and theories
- Help everyone to learn more
•
Design the processes such that classmates will recall, think through
and apply those OB concepts and theories, as your group leads them
to discuss various aspects of the case
- Questions to ask to guide discussions?
- Roles to be played by different group members during the
discussion process?
- Keeping classmates’ energy level up?
2-36
Group Case Presentation & Facilitation
Grading Considerations
Maximum Score: 15%
◦ Application of Knowledge (5%)
◦ Delivery (5%)
◦ Team Processes (5%)
2-37
Group Case Presentation & Facilitation (15%)
Grading Rubric
Score
Attribute
Application
of
Knowledge
(5%)
Delivery
(5%)
Team
Processes
(5%)
[C+ and below]
 3.45%
[B-/B/B+]
3.50% - 3.95%
[A- and above]
4.00% -5.00%
Group identified insufficient OB
theories/ concepts applicable to
the case of the week. The lack
might come in the form of missing
out obvious theories/ concepts
that are immediately relevant to
the case.
Group identified the key OB theories/
concepts applicable to the case of the
week. However, the way the group
has related those theories/ concepts
to the case was awkward. There might
also be some errors in understanding.
Group identified the key OB theories/
concepts applicable to the case of the
week (good discernment, weighing
quality and quantity), and sufficiently
related those theories/ concepts to
that case when synthesising
perspectives.
Group’s delivery technique
conveyed some information (lacked
clarity in various parts), and/ or
went out of point.
Group’s delivery technique conveyed
relevant information. It had helped
classmates to apply the relevant OB
theories/ concepts to the case and
answer its questions during the
discussion.
Group’s delivery technique was
innovative. It had not only helped
classmates to apply the relevant OB
theories/ concepts to the case and
answer its questions during the
discussion, it had contributed to
deepening classmates’ understanding
of the subject matter.
Group lacked coherence, structure
and integration throughout
delivery. Obvious lack of planning
beforehand by the group.
Group demonstrated coherence,
structure and integration across
delivery. There were moments where
own group member(s) seemed lost.
Group demonstrated strong
coherence, structure and integration
across delivery. Delivery across
different parts was smooth, effective,
and perhaps even flawless.
2-38
Leadership Assessment:
Leadership Reflection Essay
(Max. 5%)
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2-39
Leadership Assessment:
Leadership Reflection Essay
•
•
Write a two-page individual essay on the person whom you believe to be a good leader.
In the essay:
- Elaborate on the leadership qualities and/or leadership style(s) that make that person
a good leader.
- Elaborate on incidents that had illustrated the leadership qualities and/or leadership
style(s) of that person.
• For the purpose, you should read a book on that person’s leadership (the person can be
from the business or political sphere of life)
•
Essay requirements:
- Arial font, size 12
- 1.5 line spacing
- 1 inch margins
- APA citation and referencing style
- Reference page(s) excluded from the two-page count
• Deadline: 2 October 2022, 2359 hrs (submit on e-Learn > Assignments)
2-40
Leadership Assessment
Grading Considerations
Maximum Score: 10 marks, expressed as 5% of MPW Grade
Trait
Point Range
Poor
Basic
Proficient
Exemplary
0–4
5-6
7–8
9 - 10
Defines leadership
quality and/or
leadership style but not
in detail.
Clear definition of the
leadership quality
and/or leadership style.
Draws from relevant
theoretical research to
illustrate the
quality/style.
Clear elaboration and
link to the leadership
quality/style defined.
Leadership
quality or style
defined
No mention of
leadership quality/style.
States a specific
quality/style only. No
elaboration.
Leadership
Incident
Details lacking on the
leadership incident.
Poor link of leadership
incident with the
leadership quality/style
defined above.
Writing and
organization
Poor writing and
organization
Elaborates on the
incident but the link
with the above
quality/style is
somewhat unclear.
Unclear writing with
Somewhat clear writing
grammatical and
but has some
spelling errors. Paper is grammatical and
somewhat disorganized. spelling errors. Paper
organization is
somewhat clear.
Clear writing with good
organization.
2-41
Administrative Matters
Image Source: Free photo from Canva.com
2-42
Grading Rubric: Class Participation (17%)
Score
Attribute
Involvement
(in class
activities)
(3.4%)
Consistency
(in class
participation)
(3.4%)
Quality
(of class
contribution)
(3.4%)
Maturity
(in thought and
action)
[C+ and below]
(B-/B/B+]
 2.36%
2.37% - 2.70%
Absent from classes on some
Attends classes regularly. Demonstrates
occasions without valid reasons and/ some interest in the subject matter and
or prior notification. Somewhat
in class activities.
passive during class activities and at
times disruptive in class.
[A- and above]
2.71% - 3.40%
Attends all classes. Demonstrates very active
on-going involvement, with exceptional
enthusiasm and interest in the subject
matter.
Makes little or no effort to speak in
class. Contributes to the discussion
only when called. Presence weakly
or not felt in class.
Takes initiative to contribute fairly
regularly to the class discussion.
Presence somewhat felt in class.
Contributes regularly and enthusiastically to
the class discussion, without being
domineering. Presence positively felt and
welcomed by peers.
Asks marginally thoughtful
questions, or occasionally
contributing comments or answers
that demonstrate a basic
understanding of the subject matter.
Asks moderately thoughtful questions,
or contributing meaningful comments
or answers that demonstrate a good
understanding of the subject matter.
Contributing very thoughtful and insightful
comments and solutions that significantly
enhance both the learning experience as well
as peers’ understanding of the subject
matter.
Shows little respect and tolerance
for others. Somewhat indifferent to
the comments of others, and at
times make destructive comments.
Shows moderate respect and tolerance
for others. Considers thoughtfully the
comments of others, but offers little or
no constructive comments. Displays
acceptable behaviour.
Shows high respect and tolerance for others.
Often offers constructive comments. Displays
exemplary behaviour. Skilfully demonstrates
decorum without wavering on professional
integrity and judgement.
Somewhat indifferent and oblivious
to the presence of peers. Overly
concerned with scoring participation
marks, with little or no regard to the
value of cooperative interaction or
relation with peers.
Recognises the presence of peers.
Gives moderate regard to the value of
cooperative interaction and relation
with peers.
Very cordial and sincere. Friendly with peers.
Shares ideas generously and selflessly. Views
participation no longer as a means to score
marks but to engage in a friendly and
mutually enriching conversation.
(3.4%)
Collegiality
(with peers)
(3.4%)
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Check-Out Question
Do I know how to use OB knowledge,
such as MARS Model, to analyse and
respond to a workplace situation?
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MPW Coverage:
Introduction
to OB
[Ch 1]
The Individual &
Leadership
The Team &
Organization
Personality & Values
[Ch 2]
Team Dynamics
[Ch 8]
We are here!
Perception, Attribution
& Decision Making
[Ch 3 & 7 ]
OB as a Science
[Ch 1]
Emotions, Attitudes &
Stress
[Ch 4]
Leadership in
Organizational Contexts
[Ch 12]
Employee Motivation &
Applied Performance
Practices
[Ch 5 & 6]
Organizational Culture
[Ch 14]
E-Learning Week
Organizational Change
[Ch 15]
HR Policies &
Practices
[Contents beyond
recommended textbook
will be provided]
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