SUBJECT OUTLINE

Name of Subject 1 (Subject Code 1)

Immersion: High Impact Teams (MBAG IMM 204)
(Use a separate outline template for each subject in the course)
SECTION 1 GENERAL INFORMATION

1.1 Administrative details

Associated higher education Duration Level Subject
awards (for example, (for example, one (for example, introductory, Coordinator
Bachelor, Diploma) semester, full intermediate, advanced level,
year) 1st year, 2nd year, 3rd year)
Master of Business 12 months Term 2 Ms. Lalitha
Administration (Global) Maheshwaran
1.2 Core or elective subject
Indicate if the subject is a
core subject
elective subject
other (please specify below):

1.3 Subject weighting

Using the table below, indicate the credit point weighting of this subject and the credit point total for the
course of study (for example, 10 credit points for the subject and 320 credit points for the course of
study).
Subject credit points Total course credit points
Example: 10 credit points Example: 320 credit points
1 credit point 46 credit points
1.4 Student workload
Using the table below, indicate the expected student workload per week for this subject.

No. timetabled hours per No. personal Total workload hours per week***
week* study hours per
18 week**
18 36

*Total time spent per week at lectures, tutorials, clinical and other placements etc.
**Total time students are expected to spend per week in studying, completing assignments, etc.
***That is, * + ** = workload hours.
For those students requiring additional English language support, how many additional hours per
week is it expected that they will undertake?
Additional English language support: hours per week

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1.5 Delivery mode
Tick all applicable delivery modes for the
subject: Face to face on site
E-learning (online)
Intensive (provide details)
This is an immersion subject that will be completed in 5 days with 18 hours of total contact with the
students.

Block release (provide details)

Work-integrated learning activity

Mixed/blended
Distance/independent learning (untimetabled)
Full-time
Part-time
External
Fast track (provide details)

Other (please specify)

1.6 Pre-requisites and co-requisites

Are students required have undertaken a prerequisite or co-requisite subject for this subject?
Yes No

If YES, provide details of the prerequisite or co-requisite requirements below.

1.7 Other resource requirements

Do students require access to specialist facilities and/or equipment for this subject (for example,
special computer access, physical education equipment)?
Yes No

If YES, provide details of specialist facilities and/or equipment below.

 SECTION 2 ACADEMIC DETAILS
2.1a AQF Mapped Course Learning
Course name: Master of Business Administration (Global)
AQF Level 9
specification
Knowledge Graduates of a Masters Degree (Coursework) will
have :
a body of knowledge that includes the
understanding of recent developments in a
discipline and/or area of professional
practice
knowledge of research principles and
Skills Graduates of a Masters Degree (Coursework) will
have:
Cognitive skills to demonstrate mastery of
theoretical knowledge and to reflect critically on
theory and professional practice or scholarship
cognitive, technical and creative skills to
investigate, analyse, and synthesize
complex information
problems, concepts, and theories and to
apply established theories to different bodies
of knowledge or practice
cognitive, technical, and creative skills to
generate and evaluate complex ideas and
concepts at an abstract level
communication and technical research skills to
justify and interpret theoretical propositions,
methodologies, conclusions and professional
decisions to specialist and non-specialist
audiences
technical and communication skills to design,
evaluate, implement, analyse and theorise
about developments that contribute to
Application of professional
Graduates practice or
of a Masters scholarship
Degree (Coursework)
knowledge will demonstrate the application of knowledge &
and skills skills:
with creativity and initiative to new situations
in professional practice and/or for further
learning
with high level personal autonomy and
accountability
to plan and execute a substantial research-based
project, capstone experience and/or piece of
scholarship
Learningoutcomes
Graduates of MBA (Global) will be equipped with:
the latest disciplinary and interdisciplinary business
and management knowledge to aid planning and
control in a dynamic global environment
the principles and methods of research for
the purpose of responsible investigation from
an applied perspective in the field of
Graduates of MBA (Global) will :
Global Intelligence: understand business issues
and acquire disciplinary and interdisciplinary skills
to responsibly solve problems in local and global
contexts
Creativity, Innovation: seek effective alternative
solutions by improvising, and thinking outside of
the box
Decision Making: think critically and reason
analytically to acquire skills to make reasoned
and sound business decisions
Effective Communication: attain professional
written and verbal communication skills tailored to
the needs of various audiences as well as for
impromptu purposes. To develop effective
interpersonal communication: mindful listening,
empathy and reliability
Teamwork and Leadership: work effectively with
others to provide business solutions with an
appreciation of various cultural, economic, political
and technological aspects
Graduates will demonstrate the application of
knowledge and skills:
make sound decisions with the use of tools
and models to solve complex business
situations
apply creative and innovative techniques to
address new issues and generate ideas for
sustainable growth
plan and execute research based project/s
within their respective areas of expertise and
specialisation with a high level of personal
2.1.b MBA (Global) Mapping of course learning Outcomes and Graduate Attributes

MBA (Global) Course Learning Goals and Outcomes AQF Level 9

Learning Outcome 1: Knowledge of business and management

Students should be equipped with the latest disciplinary and interdisciplinary business and
management knowledge to aid planning and control in a dynamic global environment
Learning Outcome 2: Knowledge of research methods and principles
Students should be equipped with the principles and methods of research for the purpose of
responsible investigation from an applied perspective in the field of Business
Learning Outcome 3: Global intelligence
Students will understand business issues and acquire disciplinary and interdisciplinary skills to
responsibly solve problems in local and global contexts
Learning Outcome 4: Creativity and Innovation
i. Students should seek effective alternative solutions by improvising, and thinking out of the box

ii. Students should apply creative and innovative techniques to address new issues and
generate ideas for sustainable growth
Learning Outcome 5: Decision making
i. Students should think critically and reason analytically to acquire skills to make
reasoned and sound business decisions

ii. Students should make sound decisions with the use of tools and models to solve
complex business situations
Learning Outcome 6: Effective communication
Students should attain professional written and verbal communication skills tailored to the needs of
various audiences as well as for impromptu purposes. Students should develop effective interpersonal
communication: mindful listening, empathy, and reliability
Learning Outcome 7: Teamwork and Leadership
Students should be able to work effectively with others to provide business solutions with an
appreciation of various cultural, economic, political and technological aspects
Learning Outcome Goal 8: Research Competence
Students should plan and execute research based project/s within their respective areas of expertise and
specialisation with a high level of personal autonomy and accountability
2.1.c Mapping of course learning outcomes/ graduate attributes, subject learning outcomes
and assessments
Course Learning Goals & Subject Learning Outcomes (SLO) Assessment Item
Outcomes and Graduate Attributes On successful completion of this subject,
the students will be able to:
1 Knowledge of business A Understand practical and theoretical Class participation
and management framework for gaining insight into Daily SBR
synergy created through effective agenda
team building in multiple contexts. submissions plus
faculty comments
Quizzes
2 Knowledge of research Not addressed Not addressed
methods and principles
3 Global intelligence B Learn to work, collaborate and deliver Class participation
high performance in global teams Daily SBR
agenda
submissions plus
faculty comments
Quizzes
4 Creativity and C Experience team building as a Class participation
innovation participant, observer, and facilitator. Daily SBR
agenda
submissions plus
faculty comments
5 Decision making D Demonstrate the skills Class participation
needed to contribute to, Daily SBR
create, or effectively lead agenda
teams. submissions plus
faculty comments
Group Work
Submission
and
6 Effective E Effectively communicate with team Class participation
communication members Daily SBR
agenda
submissions plus
faculty comments
Group Work
Submission
7 Teamwork and F Demonstrate high impact leadership Daily SBR
leadership in global teams agenda
submissions plus
faculty comments
Team evaluations

8 Research competence Not Addressed Not Addressed

2.1.d Assessment tasks
Subject Learning Assessment tasks
Outcomes (SLO)
Type * When assessed Weighting
On successful completion of
year, session and (% of total marks
this subject, the students will
week for subject)
be able to:

SLO A,B,C,D, E, F Class participation Session 1-5 10%

SLO A,B,C,D,E SBRs Session 1-3 20%
SLO A, B Quiz/Reflective Note Session 4 20%
SLO D, E GroupPresentations Session 5 20%

SLO A,B,C,D,E, F Final Examination Exam Week 30%

TOTAL 100%

* Examples of types of assessment tasks include: assignments; examinations; group projects; online
quiz/test; presentations; work-based projects; and reflective journals. Ensure that details of the
types of assessment tasks are included such as specific topics, duration/length/word limit of
assessment and any specific formats
2.2 Session Wise Details:

Sessions Topic Pre-session

Pedagogy
readings
Session 1 Concept of teams HBRs 10 Must -Why teams A
30th Jan17 Read On Teams discussion
Article 1 -A measure of
Title: The new openness in Teams
science of building - Johari Window
great teams

Session 2 HBRs 10 Must -Composition of an

30th Jan17 What makes a Reads On Teams ideal Team
team click? Article- 3 - Tuckman model
Team formation Title: The -Team exercise
Discipline of on stages of Team
Teams development
-Video on Team
struggle
SBR discussion:
12 Angry Men-
film analysis

Session 3 HBRs 10 Must -SBR review:

31st Jan17 Read On Teams 12 Angry Men
Article 4
Title: Eight ways -Acknowledging
Dealing with to build and capitalizing on
differences collaborative differences
teams -Myers and Briggs
Case: Teams at
Evans wholesale
supply and
distribution
company

Session 4 HBRs 10 Must

31st Jan17 Read On Teams - Surviving and
Article 5 thriving in spite of
Title: The Power differences
of Small Wins - Exercises to
support
-SBR Discussion:
MBTI & Teams

Session 5 HBRs 10 Must -SBR review:

1st Feb 17 Read On Teams MBTI & Teams
Article 6
Title: Building the -Desert Survival
 emotional
intelligence of the
A team consensus
Team consensus group
building exercise
building & Case: Managing a
-How to achieve
Synergy Globalization Greg
synergy
James at the Sun
Microsystems Inc.

Session 6 HBRs 10 Must

1st Feb 17 Managing conflict Read On Teams -Conflict
appropriately to Article 8 Management An
situational Title: When inventory
demand Teams cant - Case discussion
decide - prepare for Quiz

Session 7 HBRs 10 Must

2nd Feb 17 Read On Teams
Knowing when to Article 9 - Case analysis
Assert and when Title: Virtuoso
to Listen Teams
Case: Firm and
Being an fair - EI-Listening &
effective Case: Warm and Asserting
Team player friendly Role Play

Session 8 HBRs 10 Must

2nd Feb 17 Collaborating Read On Teams -On collaboration-
through effective Article 10 A simulation
communication Title: How game
management
teams can fight Prepare - Group
presentation
Below are the prescribed and recommended readings for the subject
The prescribed ones are mandatory for the students to have:
Session 9 Presentation
rd Group presentation
3 Feb 17Book:
Prescribed
HBRs 10 Must Reads On Teams
Prescribed cases to be procured:
Teams at Evans.... is in Chapter 12 named 'Using teams in Organization' of the book:
Organizational Behavior
Sixth Edition Gregory Moorhead, Arizona State University - Ricky W. Griffin, Texas A&M
2.3 University readings
Prescribed and recommended
'Managing
Provide below, in formal reference
a Global format, a list of
team: Greg the prescribed
James and recommended
at Sun Micro readings
system, Inc. (A)' for
-Neeley, Tsedal
the subject. Harvard Business School Supplement 410-020, November 2009
Title: Firm and Fair - Ref No.: OB0207 - Author: Bhatnagar Deepti - Indian Institute of
Management -Ahmedabad
Tittle: Work and Friendship - Ref No.: OB0208 -Author: Bhatnagar Deepti - Indian
Institute of Managemet - Ahmedabad
Recommended reading:
Harvard Business Essentials. Creating Teams with an Edge. The Complete Skill Set to Build
Powerful and Influential Teams.
2. Jon Katzenbach and Douglas K. Smith. The Wisdom of Teams. New York : HarperCollins,
2003. ISBN: 0060522003
3. Patrick Lencioni. The Five Dysfunctions of a Term: A Leadership Fable. San Francisco :
Jossey-Bass, 2002. ISBN: 0787960756
3. Other Matters

3.a Engaged Learning

Engaged Learning is defined as interactive, high impact, application-based problem solving in which
students directly participate in their learning, facilitated by faculty. It includes any/all of the following
(this list is not exhaustive):
Case
discussions
Exercises
Simulations
Role
plays
Live, in-class projects
Field work
3.b Student Board Room (SBR)

The SBRs are required part of each session of each course. These help reinforce teamwork, preparation,
leadership and in-class contribution.

SBRs are designed to be evaluated as another type of contribution/participation.

1. The SBRs will elect a team leader for the duration of that sequence of courses (i.e. after each Immersion
course, and after each set of two 2-week courses, the teams will change).
2. The SBRs will meet twice each day: the night before their morning session, and in the morning before their
afternoon session.
a. SBRs will be used for students to discuss assignments for the next class (not to review previous classes).
The assignments (readings/articles/cases/videos) are given by faculty as part of the required
preparation. The purpose is for students to work in their SBR team to get prepared for the next class.
b. SBR team leaders are required to write meeting minutes that summarize the discussion and assess each
team members contribution.
i. These minutes will be submitted to faculty before the start of class each day.
ii. Faculty will use the meeting minutes to call on teams and gauge their actual preparation, as
compared to the teams meeting minutes. This will be one of several inputs to student
participation and contribution in class.

3.c Assessment of Class Participation

Subject: Rubric for assessing Class Participation / Contribution applicable to all courses at S P Jain. This rubric is a
scoring tool that clearly characterizes the performance of class participation / contribution of a student and to provide
formative feedback, to support and guide.
Points (<4/10 points) (4 to < 6 /10 points) (6 to < 8 /10 points) (8 to 10 /10 points)
Measurement Fail/Low Pass Satisfactory Good Excellent
Prepared for Student does not come Student demonstrates Student comes to Student comes to class
Learning (40 to to class with an attitude a surface class with an attitude with an attitude to
45%) to learn and does not understanding of the to learn and familiar learn, well versed on
demonstrate any assigned readings with assigned the assigned
familiarity with assigned and is able to ask and readings and is able readings and is able
readings answer questions to ask and answer to ask and answer
questions questions
Student is not able to Student can only Student does not Student actively
Level of answer questions. respond if questions volunteer but able to contributes to class
engagement (40 Appears to be are repeated or when answer all questions discussion
to 45%) sleeping in the class clarifications provided without any
assistance
Class decorum Student makes Students occasionally Student listens to Student never makes
and behaviour inappropriate or makes inappropriate others without disruptive or
(10 to 20%) disruptive comments or disruptive interrupting and inappropriate
comments rarely make comments
inappropriate or
disruptive comments
Note: Rubric prepared after referring to several Australian and American University teaching excellence and resource
centres

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Process to administer this tool:

I. Course Coordinator (PC) is expected to share this rubric with the concerned instructor and students before
start of a particular subject.
II. PC expected to add this note with student pictures (see Annexure 1) as well detailed picture profile of the
class in the welcome kit and hand it over to instructor at the beginning of a particular subject.
III. Instructor is expected hand over these sheets with marks after completing the last session to PC.
IV. PC is expected to share marks on to grade book and provide students two days time to get back to instructor
for any clarifications, conclude the process within 5 days of completion of the subject.
3.d. Assessment of Group Work/Assignment/Presentation
This rubric describes a set of components for assessing written group work / assignment as well group presentation
(to be filled by the instructor). Marks will vary among group members while assessing group presentation.
Group No:

Name of the Subject:

Date:
Measurement Score ( 1- 10) where 1 Comments if any
is poor and 10 is
Use of a relevant framework excellent
Analysis of data / information
Understanding of key issues
Quality of content (extent of research and
relevance)
Quality of recommendation (feasibility and
impact)
Quality of Presentation

Visual Group effort

Oral Presentation & defence Individual

effort
Student 1:

Student 2:

Student 3:

Student 4:

Total / Average score

Student 1:
Student 2:
Student 3:
Student 4:
Note: Rubric adopted from SBR document
Process to administer this tool:

I. Course Coordinator (PC) is expected to share this rubric with the concerned instructor and students before
start of a particular subject.
II. Instructor is expected hand over these sheets with marks after completing assessment to PC.
III. PC is expected to share marks on to grade book and provide students two days time to get back to instructor
for any clarifications, conclude the process within 5 days of completion of the assessment.

3.e Assessment of Final

Examination

The subject concludes with the individual final examination comprising main questions with several sub-sections. The
format and content of questions will closely resemble with the exercises, cases, and write-ups etc., distributed in the
class. The rationale of the final examination is to assess the student understanding of the knowledge, skills and their
application imparted in the subject in relation to achievement of not only the learning outcome and goals of the
course and the learning outcome described in this subject outline. The marking scheme will be narrated by the
individual lecturer as well as clear cut marks given in the question appear.

3.f Quality Assurance by demonstrating the achievement of course learning outcome and goals and
learning outcome of the individual subject.

S P Jain monitors the quality of student learning and student experience for its entire course. For this purpose, both
internal audit by designated academic staff and external audit by external examiners of good standing from reputed
universities are conducted periodically. These audits are conducted to determine the extent to which both course and
subject learning goals and outcomes are achieved. For this purpose, test check of answer scripts and other
assignments are also undertaken periodically. The reports arising as a result of these audits will be used to
implement changes aimed at improving the quality of S P Jain courses.

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