School of Management & Labour Studies

Second Semester (2024-2026)

Course Title : Organizational Behavior II

Total Credit Hours : 30
Course Facilitator : Dr. Koel Nath
Email:
koel.nath@tiss.ac.in

Required Text

Forsyth, D.R. (2006). Group Processes [India Edition]. Cengage.

Course Objectives: The Course OBJECTIVES include, but are not limited to the following three
interrelated goals:
1) acquaint you with theory and research on small groups
2) improve your skills as participant in & observer of small groups
2) develop competence in working with other people in a group context, including leadership

Beyond the content of the course as it focuses on groups, I hope that you use this course to develop
further your already strong scholarly skills, including gains in critical thinking, ethical thought,
writing and communication, information search and retrieval, technological skills, scientific skills,
and study skills. You may also develop enhanced insight into your own group behavior, and these
insights may help you better understand yourself and your relations with others. This course is not,
however, a self-help or "encountering others in groups" course. The focus is on studying groups and
group processes, rather than developing interpersonal skills.

We will be mainly following the text and will be using cases to supplement the theoretical learning.
Our roles in this course will be that of a facilitator and guide to help you develop familiarity with the
literature in some of the fundamental concepts of group dynamics and their applications in
organizations.

Pedagogy

We will be mainly following the text book and will be using cases, movies, and in class exercises to
supplement the theoretical learning. My role in this course will be that of a facilitator and guide to
help you develop familiarity with the literature in some of the fundamental concepts of group
dynamics and their applications in organizations. You are expected to come fully prepared for each
class having thoroughly read all the readings prescribed for the session and having completed the
assignment. In class, you are expected to participate actively in the discussion by raising relevant
questions and sharing your experiences.

Timeliness and Attendance

Attendance will be taken immediately after the start of the class and tallied after the mid- session
break. Students who enter after the attendance has been taken (for whatever reason) will be marked
absent. Students missing class due to medical reasons must at all times submit a letter mentioning
the reason for their absence supported by a medical certificate. Nonetheless, please note that no
retakes or in lieu assignments will be allowed in case of quizzes, exams, or any other evaluative
components missed due to absence from class for any reason.
 Session Details:

SESSION 1: Introductory Session

Chapter1. Introduction to group dynamics

Session 2: Inclusion
Chapter: Inclusion and Identity (Identity and Inclusion, Individualism and
Collectivism, Social Identity)

Articles:

• Dan Allman I (2013), The Sociology of Social Inclusion, January-March, I -16.

• Wesselman, et al. 92017), Expectations of Social Inclusion and Exclusion, Frontiers in

Psychology, 8(112)

• Sacco, D. F., & Bernstein, M. J. (2015). Social inclusion leads individuals to

devalue groups of perceived inferior quality. Group Dynamics: Theory,
Research, and Practice, 19(4), 211-224.

• Sacco, D. F., Bernstein, M. J., Young, S. G., & Hugenberg, K. (2014). Reactions
to social inclusion and ostracism as a function of perceived in-group similarity.
Group Dynamics: Theory, Research, and Practice, 18(2), 129-137

Session 3: Exclusion

Articles:

• Fiset et. al (2017), Workplace Ostracism Seen through the Lens of Power,
September. Volume 8.

• M. Harvey, et al., Ostracism in the workplace, Organ Dyn (2018),

https://doi.org/10.1016/j.

• van Beest, I., Carter-Sowell, A. R., van Dijk, E., & Williams, K. D. (2012).
Groups being ostracized by groups: Is the pain shared, is recovery quicker, and
are groups more likely to be aggressive? Group Dynamics: Theory, Research,
and Practice, 16(4), 241-254.

Film/Documentary: The Class Divided

Session 4: Group Formation

Chapter from Text Book.

• Christopher J. Meyer (2013), A New Perspective on Coalitions: What Motivates

Membership?, Group Dynamics: Theory, Research, and Practice , Vol. 17, No. 2,
124-136

• Kyle J. Emich, & Thomas A. Wright (2016). The 'I's in team: The importance
of individual members to team success. Organizational Dynamics. Volume 45,
Issue l, January-March, 2-10

Session 5&6: Group Structure (Roles, Norms. Social Networks)

Chapter: Structure

• Carl A. Kallgren, Raymond R. Reno and Robert B. Cialdini A Focus Theory of

Normative Conduct: When Norms Do and Do Not Affect Behavior, PSPB, Vol.
26 No. 8, August 2000 1002-1012

• Schultz, et al. (2007), The Constructive, Destructive, and Reconstructive Power of

Social Norms, Psychological Science, 18(5), 429-434

Session 7: Group Communication and Cohesion

Chapter: Cohesion and development

• Swann, Jr., A'ngel Go'mez, Carmen Huici, and J. Francisco Morales (2010),
Identity Fusion and Self-Sacrifice: Arousal as a Catalyst of Pro-Group Fighting,
Dying, and Helping Behavior, Journal of Personality and Social Psychology,
Vol. 99, No. 5, 824-841.

• Lynda Gratton and Tamara J. Erickson, Eight Ways to Build Collaborative

Teams. HBR, Nov. 2007

• Gratton and Ghosal (2002), Improving the Quality of Conversation,

Organizational Dynamics. Organizational Dynamics. Volume 31, Issue 3, Pages
209-223

Assignment submission: Movie Review (Ek ruka hua faisla)

Session 8: Team Effectiveness

• Martine Haas; Mark Mortensen (2016), The Secrets of Great Team work, HBR.

• Nasa case

• Lee G. Bolman & Terrence E. Deal (1992). What makes a team work?
Organizational Dynamics. Volume 21, Issue 2. Pages 34-44.

Session 9 & 10: Team Performance

Chapter from Forsyth

Readings:

• John E. Mathieu.,rapp. L. (2010). Laying the Foundation for Successful Team

Performance Trajectories: The Roles of Team Charters and Performance
Strategies. Journal of Applied Psychology. Vol. 94, No. 1, 90-103

• Sverdrup, et al. (2017), Expecting the Unexpected: Using Team Charters to

Handle Disruptions and Facilitate Team Performance, Group Dynamics: Theory,
Research, and Practice, Vol. 21, No. 1, 53-59.

• Modupe Akinola, Elizabeth Page-Gould, Pranjal H. Mehta and Jackson G. Lu

Source: Collective hormonal profiles predict group performance. Proceedings of
the National Academy of Sciences of the United States of America, Vol. 113, No.
35 (August 30, 2016), pp. 9774-9779

• Ahmed, I., Poole, M. S., & Pilny, A. (2019). Stability of membership and
persistence in teams: Impacts on performance. Group Dynamics: Theory,
Research, and Practice, 23(3-4), 156-169

Free Riding Behaviour

• Hackman, et al (2009), Leading Teams when the time is right: Finding the best
moments to act, Organisational Dynamics, 38(3), 192-203

• Competent Jerks, Lovable fools, and Formation of social networks, Casciaro, T. and
Lobo, M.S., HBR

Case Study/Discussion: Blake Sports Apparel and Switch Active wear: Bringing the
Executive Team Together

Assignment submission
Film. 21
Session 11: Group Decision Making

Chapter from Forsyth

• Mojzisch, Andreas; Schulz-Hardt, Stefan (2010), Knowing others' preferences

degrades the quality of group decisions. Journal of Personality and Social
Psychology, Vol 98(5), May 2010, 794-808.

• Sunstein and Hastie (2016), Making Dumb Groups Smarter, HBR,

Session 12: Managing Conflict

• Tension in Teams by Jim Kling, Harvard Business Publishing

• Want Collaboration? Accept and Actively Manage Conflict by Jeff Weiss and
Jonathan Hughes, HBR

• Bad Blood on the Senior Team by Boris Groysberg and Katherine C. Baden, HBR

Case Study/Discussion: The Army Crew Team

Session 13: Social Influence

Chapter from Forsyth

Readings:

• Carlston, D.E., et al. (2015), On being judged by the company you keep: The
effects of group consensus and target behaviour on impressions of individual
group members, Journal of Experimental Social Psychology, 60, 173-182

• Forgas, J.P (2015), Why do highly visible people appear more important? Affect
mediates visual fluency effects in impression formation, Journal of Experimental
Social Psychology, 58, 136-141

Session 14: Leadership and Power (Self Study)

• Wolman, B. (2010), Leadership and Group Dynamics, The Journal of Social

Psychology, 43, 11-25

• Bayraktar, S. (2021), Leadership on and off the Dance Floor: “Six Levels of
Connection” Framework, Organisational Dynamics, 50

Session 15: Managing Virtual Team

Ilze Zigurs (2003). Leadership in Virtual Teams: Oxymoron or Opportunity? Or-

ganizational Dynamics. Volume 31, Issue 4, January PP. 339-351

Gibson, C.B, et al. (2021), A Tale of Two Teams: Next Generation Strategies for
Increasing the Effectiveness of Global Virtual Teams, Organisational Dynamics

Jennifer Feitosa, Eduardo Salas (2020). Today's virtual teams: Adapting lessons
learned to the pandemic context. https://doi.org/10.1016/j.orgdyn.2020.

Kirkman, B.L., et al. (2002). 5 Challenges to Virtual Team Success: Lessons from
Sabre, INC., Academy of Management Executive, 16(3)

Selected chapters from Nancy M. Settle-Murphy (2012). Leading Effective Virtual

Teams Overcoming Time and Distance to Achieve Exceptional Results. Auerbach
Publications.

Group Presentation

CASE: Teaming at GE Aviation

 *All the films and cases are integrative, i.e., they can be analyzed from multiple
perspectives. Hence, preparation for each class must include analysis of cases covered
in all the earlier sessions.

* Wherever necessary, additional readings will be provided by the faculty before the
lectures.

Evaluation Scheme*

1. In-class exercises and presentations / End-term Exam: 20%

2. Quiz**: 30%
3. Written Assignment (Individual): 20%
4. Group project [Ek Ruka Hua Faisla Conversation Analysis]: 20%
5. Class Participation: 10%

* Please note that the percentage weightage for each component in the evaluation schema is subject to change during the
entire duration of the course and as deemed appropriate by the concerned faculty.
**Please note that the Quiz component may go up to 40% of the entire evaluation, if deemed necessary by the concerned
faculty.

1. In-class exercises and presentations / Exam: 20%): You will be evaluated on in-class
exercises assigned and subsequent presentations. Alternatively, there may be an exam to
assess your mastery of the course material. These will occur during regular class hours.

No make-up exam or presentation will be allowed under any circumstances.

2. Quiz (30%): The quizzes will contain multiple choice questions.

3. Written Assignment (20%): Comprising of movie review(s)

4. Group Project (20%): This assignment is designed to enable you experiencing the
group dynamics. As a team, you are required to:
a. identify the fundamental team related management issue faced by an organization
b. diagnose the root causes of the problem
c. explain the problem to be addressed, supported by details from the concepts from
class
d. describe specific action steps required for implementation of the selected plan.

All team members must participate in the presentation, either by presenting or by re-
sponding to questions from the audience. You total score will comprise a team score for
the presentation along with components evaluated basis individual performance.

5. Class participation (10%): Management is an area with few absolutely "right" or

"wrong" answers; thus, considering multiple perspectives is essential for student learning.
Being able to effectively articulate your ideas is a key skill for managers. Furthermore,
re- search shows that students learn more when they participate actively in class. For all
of these reasons, contributions will be assessed based on your discussion in class.
Contributions will be evaluated at the end for a total of 10% of your grade.

• High scores on discussion contributions are earned by making Consistently High Quality
Comments. In general, I consider high quality comments to be those that contribute unique
insight, share current events that relate to our topic, or relate relevant personal experience
or outside material to the discussion. Questions that stimulate others' thinking are also
highly valued. Because of the large number of students in the class, you will be competing
with others for "airtime" in class discussions, much as you would be in a real organization.
 Therefore, don't be shy about contributing your ideas, but please be courteous and avoid
interrupting others.

• Class Participation will be negatively affected and unfavourably evaluated if comments or

behavior in class is distracting (i.e., arriving late, leaving early) or discourteous (talking
while others are speaking or presenting) to others.