post graduate diploma in human resources management ...

Curriculum & Scheme of Examination

for Management Program

POST GRADUATE DIPLOMA IN HUMAN RESOURCES MANAGEMENT (PGDHRM)*

Equivalent to MBA

• POST GRADUATE DIPLOMA IN HUMAN RESOURCES MANAGEMENT (PGDHRM)

*All Programmes Specialized with Family Business Management (Micro & Small), Entrepreneurship, International Business & Retail Management

Quality Management Education: Anytime - Anywhere

-TIAS-CDL

ACADEMIC SESSION 2018-2019 ONWARDS

TECNIA INSTITUTE OF ADVANCED STUDIES – CDL

Approved by AICTE, UGC-DEB, Ministry of HRD, Govt. of India 4, PSP, Institutional Area, Sector-14, Rohini, Delhi-110085

http://www.cdl.tecnia.in

(Strictly as per AICTE Model Curriculum for Management Programme (PGDIM) Jan 2018)

Tecnia Institute of Advanced Studies-CDL Centre for Distance Learning Approved by UGC-DEB & AICTE

Post Graduate Diploma in Human Resources Management (PGDHRM) (Equivalent to MBA)

Index

S. No. Course Title Page No.

1 Introduction 1 2 Prerequisite for Post Graduate Diploma in Management 2 3 Curriculum Process : PGDIM, PGDFM, PGDOM, PGDOM, PGDHRM & PGDMM 3-5 4 Learning Outcomes 6 5 Curriculum Mapping 7-8 6 Pedagogy 9-10 7 Program Emphasizes 11-12 8 Criteria For Assessment 13 9 Program Structure PGDIM : 102 Credits

Core Courses : 54 Credits Functional Area: Elective Courses : 32 Credits Non-Functional Area: Elective Courses : 10 Credits Internship/ Field Work (V, VI Sem) : 06 Credits

Program Structure & Credits

14-21

10 Syllabus for Core Courses Functional Area Post Graduate Diploma in Human Resource Management (PGDHRM)

22-40

11 Syllabus For Elective Courses Functional Area PGDHRM : Human Resource Management

41-49

12 Syllabus for Non Functional Area: Elective Courses Group 1 : Family Business Management (Micro & Small) Group 2 : Entrepreneurship Group 3 : International Business Group 4 : Retail Management

50-69 50 55 60 65

13 Internship/ Field Work Summer Internship Project Dissertation on Field Work

70-72

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Introduction Management education in India has undergone considerable change over the years. The launch of the first two IIMs in Calcutta and Ahmadabad in 1961 marked the beginning of a revolution in management education. In the 70s and 80s the demand for management education grew at a modest rate. The advent of economic liberalization in India in the mid-90s gave a new thrust to management education. PGDIM granting institutions came up in the private sector by offering Post Graduate Diploma in Management and almost all universities have been offering Masters in Business Administration (MBA) by establishing departments of management studies. During 1990s and 2000s the proliferation of institutions providing management education continued unabated fueled by an unprecedented growth of the Indian economy. Enrolments in PGDIM programs have increased over the years from 2011-12 to 2016-17. Globally, there are over 13000 Business Schools’/Management Departments and India alone is having one third of them, indicating substantial quantitative growth of management education. At the same time, there is dire need to enhance their quality and raise the bar to meet the international standards. There are only handful number of institutions having international accreditation- AMBA, AACSB and EQUIS. University MBA programs are yet to open the account in seeking international accreditation. Although a good number of institutions has received accreditation by National Board of Accreditation (NBA) and NAAC but larger number of institutions not covered by any of the accreditation.

In this fast disruptive digital economy and VUCA world, high-quality management education is essential for India. Use of technology is one of the powerful ways to enhance the students’ ability to meet the ever- changing requirements of the corporate world and society. PGDIM students are equipped to work across Time Zones, Languages, and Cultures. Employability, Innovation, Theory to Practice connectedness are the central focus of PGDIM curriculum design and development. The core curriculum is designed to give students an in-depth mastery of the academic disciplines and applied functional areas necessary to every non-business and business leader’s success.

Quality Management Education: Anytime - Anywhere

-TIAS-CDL

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Prerequisite for Post Graduate Diploma in Management

Indian Economy, Industry has undergone lot of changes following the liberalization and subsequent economic reforms. By bringing changes to management education there is need to develop quality managers so as to meet the challenges of the Indian Corporate Sector. India has well developed and credible management education with the presence of management institutes comparable with global business schools in terms of quality of teaching, research and producing qualitative management graduates. Largely, management education curriculum is significantly influenced by curriculum of US Management Schools, both in terms of content and pedagogy. Often its relevance to changing Indian business requirements are relined as per contemporary Industrial requirement, hence the need to enroll in a PGDIM program becomes imperative: Demographic Dividend: According to various reports by 2020, India is set to become the world’s youngest country with 64% of its population in the working age group. With the Western countries, Japan and even China aging, this demographic potential offers India and its growing economy an edge that economists believe could add a significant 2% to the GDP growth rate annually.

Make in India is a major initiative launched by the Government which focuses on making India a global manufacturing hub. Key thrust of the Programme would be on cutting down in delays in manufacturing projects clearance, develop adequate infrastructure and make it easier for companies to do business in India. The objective of the mega programme is to ensure that manufacturing sector which contributes around 15% of the country’s Gross Domestic Products is to be increased to 25% in next few years. Undoubtedly, this requires need for Skillful Manpower, apart from Technical and Engineering Skills. People with set of Management Skills are also needed to manage the challenges of competitive business environment. Working close with the industries, the PGDIM program will help the students to hone their entrepreneurial skills. Growing MSME Sector: The contribution of MSME in GDP is 6% (33% in manufacturing and 45% in exports, thus it is significantly contributing to the economy. Larger number of MSMEs (around 87%) is owned in the form of private proprietorships, these organizations face multiple challenges to scale up their operations. Apart from other things, skillful manpower to manage the scaled up operations is needed to address the issues regarding modernization of operations, processes, and exploring the financial resources and penetrate to new markets. Khadi and Village Industries: Khadi Production and Sales are consistently growing in India for the last five years and similar is the trend with various village industries such as Agro based, Minerals, Polymers and Rural Engineering. These sectors need to adopt New Business Models to face the competition arising from Large Enterprises and all this requires professional management talent. Growing Non-Profit and Social Enterprises: Non-Governmental and Non-Profit Organizations are increasing rapidly. These organizations are working in the area of Sanitation, Conservation of Natural Resources, Child and Women Health, Education, Financial inclusion and so on. A few of the well-motivated educated people are driving these initiatives. Often, they face challenges in strengthening organizational competencies, strengthening of Processes, Mobilization, and Management of Financial Resources and Scaling of Operations. Government plans to develop new Industry corridors such as holistic development of New Islands, and Coastal Employment Zones are expected to enhance Business Opportunities, Exports and Employment Opportunities. Emerging Entrepreneurship: The startup India and other initiatives are encouraging the youth towards entrepreneurship. The new technology platforms, disruptive technologies are challenging the current management education. Therefore, in the backdrop of the fast disruption and changing scenario, Management Program (PGDIM) revisited and revised regularly.

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PGDIM Process TIAS-CDL is a recognized Institution for offering the Post Graduate Programs by the Joint Committee UGC-AICTE- DEC since 2009 vide DEC Recognition Letter F.No. DEC/Recog/2009/3181 Dated 09/09/2009, F.No. DEC/Recog/2012/14776-77 Dated 24/09/2012, F.No. UGC/ DEB/ Recog./Tecnia/2014/ 6894-97 Dated 27/05/2014, F.No. 12-2/2015/ (DEB-III) Dated 29/05/2015, F.No.UGC/DEB/18/3/Tecnia/2015/103, Dated 01/09/2015,F.No. 6-9/2016(DEB-I)/444 Dated 23/08/2016, F.No. 2-4/2015(DEB-III) Dated 23/10/2017, F.No. 2-4/2015(DEB-III)06/02/2018, AICTE Approval Letter Dated 24.05.2018, as per the norms/guidelines of apex regulatory bodies and approved by the Distance Education Council, for offering Post Graduate Diploma in Management in the following Specializations: Management, Human Resource Management, Finance Management, Operational Management, Marketing Management programs:

1. Post Graduate Diploma in Management PGDIM 2. Post Graduate Diploma in Finance Management PGDFM 3. Post Graduate Diploma in Operation Management PGDOM 4. Post Graduate Diploma in Human Resources Management- PGDHRM 5. Post Graduate Diploma in Marketing Management PGDIMM

The Post Graduate Diploma(s) is spread across Six Semesters. The outline is mentioned in the preceding text. The students can opt for any of the specialized programs. The subjects in the first two semesters in all the programs would be common to all, however, in the Third and the Fourth Semester, the specialized opted subjects would be taught. Further, in the Fifth and the Sixth Semester of all the programs, students would be required to undergo and submit Summer Training report and Project Dissertation respectively On a mission mode to improve the quality of management education, AICTE has taken up a major initiative of introducing PGDIM curriculum as a prime reform to meet the changing requirements of the industry. TIAS-CDL periodically review course curriculum which is made available for the students. Curriculum Process: TIAS-CDL curriculum review committee has adopted consultation process with different stake holders of Management Education. A meeting was held on 12th May 2018.Understandingthe need for strengthening of skills and competencies, enhancing ethical and interpersonal sensitivity, need for strengthening business ethics, curriculum with Indian examples, implications of Indian cultural and regional diversity, large enrollment of non-engineering background students, and challenges in understanding corporate work environment. The institute reviewed the previous PGDIM curriculum in accordance to the model curriculum for Management Programme (PGDIM) January 2018 of AICTE which also incorporates Family Business Management (Micro & Small), Entrepreneurship, and International Business & Retail Management.

The main aspects emerging from the AICTE survey put forwarded which required serious introspection to augment the Management Education are as under:- 1. Soft Skills, Personality Development and Communication: Current PGDIM is less focused on

soft skills and personality development. Graduated students may be capable of handling technical aspects but lagging behind in interpersonal skills. There is little emphasis on presentation skills through PPT and data analysis with application of spread sheet tools.

2. Need to Promote Entrepreneurial Thinking: Current curriculum is mainly targeting to develop the managers rather than entrepreneurs. There is need to develop entrepreneurial mind set so that within the organization, managers can come out with new thoughts and initiatives.

3. Lack of Industry Collaboration: In many business schools hardly there is any industry

collaboration and students do not have exposure to the corporate business activities at all. It is also inability of most of the universities/ institutions to attract industry people and promote

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interaction with the students of PGDIM. So a wider gap between industry demands and knowledge/ skills of the passing out PGDIM graduates. There is need for active collaboration with industry for live projects so as to acquire adequate industry exposure, corporate exposure and to understand field level problems.

4. Limited Number of Electives: Current curriculum in many schools has limited number of

electives and these are almost like core courses. 5. Current Admission Process is Non-inclusive and Lacks Diversity: In many university MBA

programs the class room is dominated by local students and hardly any exposure to other parts of the country. Rarely the class room discussions/illustrations go beyond the regional issues and students hardly get any exposure to larger business and industry scenario.

6. Lack of Exposure to Case Study and Practical Approach: Larger part of class room learning is

through text book orientation dominated by lecture method. Many faculty do not use case studies/or any other participative learning. Faculty be encouraged to use the case studies and other participative learning. Also, students should be made familiar with Indian case studies. Lot of learning is on retrospective rather than simulated scenarios. Predictive and real life exposures, such as real trading / or plant level operations are hardly discussed.

7. Low Emphasis on Analytical Skills: The undergraduate backgrounds of most of the students are

from non-engineering and emphasis on quantitative courses is limited unlike the premium business schools where larger part of the class is with engineering graduates.

8. Absence of Local Needs of the Business: The course curriculum hardly reflects local needs of

the business environment.

9. Exposure to Social Sector is needed: Larger part of course curriculum is loaded with for profit corporate sector, problems of social enterprises or social sector are hardly discussed in class room. Many students are under the confirmed belief that management education is addressed to the problems of corporate sector only.

10. Absence of Indian Ethos and Value System: Larger of the course curriculum is in

understanding the functional aspects of a business enterprise management such as finance, marketing and operations. Hardly long-term implications of these decisions are discussed. The curriculum also doesn’t reflect Indian ethos and value system.

11. Absence of Managerial Requirements of SMEs: Often the curriculum and text book examples

are based on problems and experiences of large companies. But managerial problems of SMEs are little discussed creating gap in meeting the SME units requirement and unable to use the job requirements.

12. Public Policy Issues Ignored: Management course structure is heavily loaded to firm level

constraints, complexities and suggests frameworks and solutions for firm level managerial problems. India being large scale economy entangled with multiple public policy issues such as health, education, gender decimation, transport, telecommunication, financial services and soon. The managerial perspective of public policy issues are hardly discussed in the current curriculum.

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13. Absence of Any Innovative and ‘Out of Box’ Thinking: The business environment is too

complex and the new and evolving themes such as design thinking, disruptive innovation, business challenges in VUCA world, and complex solutions with big data are not part of the course.

The AICTE core committee along with special invitees from the different part of the country had a long online and offline discussions based on the literature, World economic forum report, industry- academia feedback & suggestions and existing curriculum of Indian as well as foreign top business schools &universities. The outcome of the discussion includes alignment of curriculum with the department/institute’s mission and identification of most essential learning outcomes of PGDIM program, credits, core and elective courses, and course mapping. The TIAS-CDL has inculcated all the parameters put forwarded by Model Curriculum for Management Programme (MBA &PGDIM) January 2018 put forwarded by AICTE in consideration and augmented and enriched the current curriculum of PGDIM. Post Graduate Diploma In Management (PGDIM) * Equivalent to MBA; Post Graduate Diploma In Management (PGDIM); Post Graduate Diploma In Finance Management (PGDFM); Post Graduate Diploma In Operation Management (PGDOM); Post Graduate Diploma In Human Resources Management (PGDHRM); Post Graduate Diploma In Marketing Management (PGDIMM); *All Programmes Specialized with Family Business Management (Micro & Small), Entrepreneurship, International Business & Retail Management.

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Learning Outcomes

The PGDIM curriculum focuses and alignment with Model Curriculum for Management Programme (MBA &PGDIM) January 2018 put forwarded by AICTE and Align curriculum with the Department/ Institute’s Mission. The most essential learning outcomes of PGDIM program are put forwarded by stakeholders. The institute focuses on its mission “Quality Management Education: Anytime - Anywhere”. The institute Mission which focuses on Democratizing higher education; Access to high quality education to all; Need-based academic, professional and vocational programmes; Promoting and developing distance education; Quality management education. The Institute focuses on Family Business Management (Micro & Small), Entrepreneurship, International Business & Retail Management. The learning outcomes specify the knowledge, skills, values and attitudes students are expected to attain in a program. After in depth discussion, the TIAS-CDL committee reiterated six most popular learning outcomes for PGDIM as below:

1. Business Environment and Domain Knowledge (BEDK): Economic, legal and social environment of Indian business. Graduates are able to improve their awareness and knowledge about functioning of Local and Global Business Environment and Society. This helps in recognizing the functioning of Businesses, identifying Potential Business Opportunities, evolvement of Business Enterprises and exploring the Entrepreneurial Opportunities.

2. Critical Thinking, Business Analysis, Problem Solving and Innovative Solutions (CBPI): Competencies in Quantitative and Qualitative Techniques. Graduates are expected to develop skills on analyzing the Business Data, Application of relevant Analysis, and Problem Solving in other functional areas such as Marketing, Business Strategy and Human Resources.

3. Global Exposure and Cross-Cultural Understanding (GECCU): Demonstrate a global outlook with the ability to identify aspects of the Global Business and Cross Cultural Understanding.

4. Social Responsiveness and Ethics (SRE): Developing responsiveness to contextual social issues/ problems and exploring solutions, understanding business ethics and resolving ethical dilemmas. Graduates are expected to identify the contemporary social problems, exploring the opportunities for social entrepreneurship, designing business solutions and demonstrate ethical standards in organizational decision making. Demonstrate awareness of ethical issues and can distinguish ethical and unethical behaviors.

5. Effective Communication (EC): Usage of various forms of Business Communication supported by effective use of appropriate Technology, Logical Reasoning, and Articulation of Ideas. Graduates are expected to develop effective Oral and Written Communication especially in Business Applications, with the use of appropriate technology (Business Presentations, Digital Communication, Social Network platforms and so on).

6. Leadership and Teamwork (LT): Understanding Leadership roles at various levels of the organization and leading teams. Graduates are expected to collaborate and lead teams across organizational boundaries and demonstrate Leadership Qualities, maximize the usage of diverse skills of team members in the related context.

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Curriculum Mapping A Curriculum map is a communication tool that visually aligns identified learning outcomes with the content of individual courses or experiences in the program. It is typically designed as a matrix, with the learning outcomes listed on the top row and the individual courses or experiences listed in the first column (or vice versa).

A Curriculum maps provide an overview of the structure of the curriculum and the contribution of individual courses to the goals of the program. Curriculum maps can identify program strengths student learning outcomes that are thoroughly addressed. Curriculum maps can also help to identify gaps (learning outcomes that are addressed by only a few courses) and suggest whether students take courses in an optimal sequence. Finally, curriculum maps can serve as useful advising tools that provide students with an overview of the role of each course in the curriculum and why some courses should be taken in a particular order.

Types of Curriculum Maps: An overview map is the simplest type of curriculum map. It is a matrix of courses and learning outcomes, where an indicator (X or √) is placed in the matrix cells for those courses that address a specific learning outcome. These are identified through a review of course syllabi, and feedback from instructors. The level of knowledge/ skill map describes the level that students are expected to achieve on this learning outcome in a given course. This type of map helps inform decisions on course sequencing. It illustrates opportunities for acquisition of disciplinary knowledge/skills before mastery is expected. Common indicators for levels include IRMA: Introduce (I), Reinforce (or Develop or Practice) (R), Master (M), Assess (A) Curriculum Mapping Process: Curriculum mapping process includes five basic steps:- Step 1 : List the identified learning outcomes on the top row. Step 2 : List all core courses and events/experiences (internships etc.) in the first column. Step 3 : Determine the alignment between core courses and outcomes. Step 4 : Make a Judgment regarding the level of material delivery using simplest type of curriculum map or the level of knowledge/ skill curriculum map. Step 5 : Analyze syllabus to determine whether students are given opportunities to demonstrate Performance on the outcomes and provided with feedback. A typical curriculum map is depicted in Table 3. Best Practices in Curriculum Mapping: The best practices in curriculum mapping include: 1. The program curriculum map should reflect consensus of the faculty who are teaching in the

program. Multiple instructors of the same course should agree on which outcomes are addressed in that course.

2. Publish the completed map to faculty and students. 3. Mapping should allow programs to justify each course in their curriculum. All courses, required

and elective, across all tracks, should relate to one or more student learning outcomes. 4. If the program is too exhaustive, then eliminate outcomes that are not highly-valued and focus on

the highly-valued ones, strengthening the curriculum to address those outcomes more thoroughly.

5. The curriculum map should be revisited during the assessment cycle, making changes as disciplines.

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TABLE 3: TYPICAL CURRICULUM MAP FOR PGDIM PROGRAM S.No

Core

cour

ses

/Eve

nts/

Inte

rnsh

ips

Busi

ness

eth

ics a

nd so

cial

re

spon

sive

ness

Criti

cal t

hink

ing

busi

ness

an

alys

is p

robl

ems s

olvi

ng

and

Inno

vatio

ns

Glob

al E

xpos

ure

and

cros

s cu

ltura

l und

erst

andi

ng

Busi

ness

Env

iron

men

t and

do

mai

n kn

owle

dge

Effe

ctiv

e Co

mm

unic

atio

n

Lead

ersh

ip a

nd T

eam

W

ork

1. Managerial(Micro)Economics √ √ √ √ 2. Indian Economy and Policy √ √ √ 3. Business Communication √ √ 4. Legal and Business Environment

(Micro and Macro) √ √ √ √

5. Indian Ethos and Business Ethics √ √ 6. Legal aspects of Business √ √ √ √ 7. Financial Reporting, Statements and

Analysis √ √

8. Indian Financial System and Financial Markets

√ √ √ √

9. Marketing Management √ √ √ √ 10. Market Research √ √ √ 11. Operations Management √ √ √ √ 12. Project Management √ √ 13. Computer Applications for Business √ √

14. Human Resources Management √ √ √ 15. Managerial Skills for Effectiveness √ √ √

16. Organisational Behaviour √ √ √ 17. Corporate Strategy √ √ 18. Corporate Social Responsibility and

Sustainability. √ √ √ √

19. Entrepreneurship √ √ √ 20. Business Statistics and Analytics for

Decision Making √ √

21. Quantitative Techniques √ √ 22. Capstone √ √ √ √ √ 23. Internship √ √ √ √ √ √

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Pedagogy (Teaching Methodology)

Learning Process At TIAS-CDL the teaching methodology comprises of lectures by core faculty as well as eminent personalities from chosen fields of expertise. A balanced mix of theory and practice with special emphasis on result oriented application of knowledge is the basis of teaching philosophy which is participative in nature. Our teaching method applies simple approach to learning which inspires students for creative and analytical thinking. Cross Functional Learning at Tecnia Believing in the fact that learning is a continuous process; the students are put through a staircase teaching methodology comprising of the following:

At TIAS-CDL a judicious blend of concepts, theory and practice in conjunction with the high-tech infrastructure facilities prepare the students to function in a dynamic environment through a transformative development experience that combines intellectual growth with deep practical knowledge and sound judgments. For an in-depth understanding and encouraging a strategic perspective, the course curriculum focuses on management system which integrates knowledge across all major functional areas. An opportunity is provided to pursue dual specialization to build complementary strength. Tutorials In addition to the classroom teaching, Tecnia facilitates closer interaction among faculty and students. Tutorials are provided after usual classroom teaching to solve specific problems of the students. Normally, the tutorials are organized by the concerned faculties on Saturdays. During the tutorial hours, apart from the faculty interaction; students have to undertake quiz, class test and work exercises; in order to understand their learning outcomes, so that any corrective measures to improve upon the knowledge can be planned and implemented. In addition to conventional time-tested lecture method, the following approaches are practiced: Case Based Learning: To develop the conceptual skills to identify, formulate and solve

problems innovatively, students have to undertake Case Studies and Simulation Exercises. Cases are generously used in illustrating the contextual setting and information adequacy that characterizes situations in fields like Management Information systems, System Analysis and Design, Software Engineering and Developing Computer application skills. Case Analysis develops decision-making under simulated conditions and highlights the fact that managerial situations are far more complex than what any theory would suggest. The major application of

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case analysis is during project work, where students have to work in real time problems of an organization. Case Based Learning enhances student skills at delineating the critical decision dilemmas faced by organizations, helps in Applying Concepts, Principles and Analytical Skills to solve the delineated problems and develops effective templates for business problem solving. Case method of teaching is to be harnessed as a Critical Learning tool.

Experiential/Live Projects: The learning is driven by the students who take up experiential projects in Companies, where Senior Executives with a stake in teaching guide them.

Global Virtual Teams: The PGDIM students are equipped to work across Time Zones, Languages, and Cultures. To acquire the skills necessary, students can work on a project with member schools from Department/Institute’s Global Network/International linkages. The idea of introducing “Global Virtual Teams,” a required course in the core curriculum, helps for grounding in Team Dynamics realizing the routine difficulties of working with people stationed in remote parts of the world. The course will help students develop a set of skills that the market is demanding.

Global Classrooms: Apart from Course Faculty, using modern ICT technology students learn in class room from people who are located All Over the World who bring Real-Time insights from their Industries, their Customers, happenings in their Local Place and Environment. This sparks different ways of thinking as well as cover the conventional material.

Second Generation Core Courses: Expanded core course offerings that include Business Intelligence/ Analytic, Spread Sheet Modeling and a Project focused Capstone course.

Leadership Building: In addition to developing a strong background in the functional areas of Business, the PGDIM curriculum focuses on developing essential Leadership Capabilities in its Graduates, Encouraging Leadership Building through the Leadership Initiative of Student Council/ Clubs/ Business Thought Leadership (BTL) Series and or Experiential Learning programs.

Emphasis on Indian Business Models: In the last twenty years several Indian organizations have made remarkable presence in the global business scenario with the innovation of New Business Models and Building World Class Organizations. The quick examples are Infosys, Dr. Reddy Laboratories, Tata Group and ITC-E-Choupal, National Stock Exchange, few Micro Finance companies and so on. Faculty should appropriately pickup such examples and motivate the students evolving world class models from India.

It is desirable to have an understanding of the contemporary pedagogical methods practiced all over the world. In order to employ appropriate pedagogical tools in management education, it is important to understand the changing profile of learning. The paradigm shift is from Teaching to learning, Learning things to Learning how to learn, Certification to Demonstration of competence and skills, Disseminators to Guides and mentors, Time-limited to Lifelong learning and Linear to Serendipitous learning. Moderator Supported Learning Approaches (MSLA) such as Case debates, Crossword Play, Computer Simulations and Card games. May be used to engage and involve the students in learning process. Self-learning Tools (SLT) such as Poster Sessions, Break ‘n Build, Free fall learning mechanisms are other innovative teaching methods like Action-Oriented Leadership, Case Study Method, Pedagogy Innovations in Business Education include Experiential Design Thinking Contemplative Practices Usage of Dance and Drama as pedagogical tools can enhance deeper learning.

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Program Emphasizes PGDIM curriculum program emphasizes an intensive, flexible core with foundation and functional area courses, plus variety of specialization in business and non-business sectorial areas and large pool of electives. Among the notable innovations in the PGDIM curriculums are: Experiential/Live Projects, Global Virtual Teams, Global Classrooms, Second Generation Core Courses, Local Relevance, Sustainability & Social Responsiveness, Leadership Building, Flexibility and Autonomy, Emphasis on Indian business models and recognizing the coexistence of business and non-business sectors. New Curriculum is offering a range of innovation-focused PGDIM electives with lot of flexibility and autonomy for each PGDIM Programme in Institute. The current curriculum of PGDIM is enriched. Post Graduate Diploma In Management (PGDIM) *(Equivalent to MBA); Post Graduate Diploma In Management (PGDIM); Post Graduate Diploma In Finance Management (PGDFM); Post Graduate Diploma In Operation Management (PGDOM); Post Graduate Diploma In Human Resources Management (PGDHRM); Post Graduate Diploma In Marketing Management (PGDIMM); *All Programmes Specialized with Family Business Management (Micro & Small), Entrepreneurship, International Business & Retail Management. The AICTE through its mandate is ensuring the quality of management education in our country, the AICTE committee recommendations which have gone in a long way in improving the quality of content and contribution. These recommendations, though macro in nature were tried to be included in every possible way at the institutional level within its resources, imagination and vision. They have pointed out and given a right direction to the management education in India. These were inculcated in following ways. Faculty Development Cell: Faculty Development Cell in the Institute to nurture right kind of human resources and assessment tools and techniques. The FDC caters to design and deliver generic or tailor made faculty development programmes for institute against the payment of a reasonable fee. A training calendar could be drawn based on need assessment of faculty members in concerned subject. If possible, online courses delivery could also be offered. Recharging Faculty Members: TIAS-CDL provides mandate for recharging of faculty members by earning specified number of credits by attending faculty development programmes at different intervals, once in two or three years. The Institute regularly sends every faculty on roster basis has to earn required number of academic points at different intervals. Consortium of e-knowledge Resources: TIAS-CDL provides mandate for establishing consortium of e-knowledge resource for the purpose of academic augmentation. Institute recognized by AICTE becomes a member of this consortium by payment of specified fees every year. It serves like Inflibnet services rendered by UGC for all the universities and colleges. R&D Centre in Indian Management Systems: Most of the content of management education in India is originated/borrowed from various countries including USA, UK, Japan etc. whereas, there is a large reservoir of traditional Indian management systems. CIMS needs to work towards strengthening and revitalization of varied aspects of Indian management systems. AICTE provides mandate for setting up of CIMS and centre for Indian Ethos and Values in Business schools and management departments. This centre has to continuously work and experiment various indigenous experiences, philosophies, practices and structures. Over a period of time, this centre for Indian management could emerge as a trendsetter in contemporary scenario. An Indian Case Clearing House (ICCH): TIAS-CDL also provides mandate to support for setting up of Indian Case Clearing House so that Indian management departments and Institutes use the Indian cases.

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Mentoring and Coaching: As management education can best be delivered, TIAS-CDL mandate by providing mentor and coach in terms of curriculum development, faculty development, pedagogical support, guiding project work etc. This would go a long way in raising the bar of quality. Innovative Practices Adopted by Management Educational Institutions: In order to inspire and motivate innovative approaches TIAS-CDL brings out an occasional compendium of best and innovative practices. Periodic Survey of the Industry Expectations: Periodic survey of the industry expectations from management graduates as well as the placement of fresh graduates generates very useful data for long term decision making, undertaken in association with industry or professional bodies. Student Exchange Programme in Management (SEPIM): TIAS-CDL promotes Student Exchange Programme in Management so that students can learn from the best talent resources available in the country. This would also expose them to capture diverse social, cultural, economic and geographical realities.

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(Specialized with * Family Business Management (Micro & Small), Entrepreneurship, International Business & Retail Management)

Criteria for Assessment The following shall be the criteria(s) for the assessment of the students (out of 100 marks) given below:

S.No. Weightage Criteria Marks 1. Assignments* 25 Marks 2. Personal Contact Programme and Interaction 5 Marks 3 Term End Examination 70 Marks 4 Internship /Field Work 100 Marks

*Record to be maintained by faculty and made available to the Examination branch of the TIAS - CDL, if required.

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Post Graduate Diploma in Management (PGDIM) (Equivalent to MBA)

Program Structure & Credits

The responses of various stakeholders are clear that high-quality management education is essential for the digital age and using technology is powerful way to enhance changing requirements of the Corporates, Business Enterprises and Society. Employability, Innovation, Theory to Practice connectedness are the central focus of PGDIM curriculum design and development. The curriculum is designed so as to give students an in-depth mastery of the academic disciplines and applied functional areas necessary to meet the requirements of business enterprises.

The PGDIM program Curriculum emphasizes on the following Balanced with core and elective courses with an intensive, flexible management education with 54 credits of core courses and 42 credits of electives. Entrepreneurship and Innovation: To ignite the entrepreneurial spirit or inculcate culture of entrepreneurship the curriculum of PGDIM program has a course on Entrepreneurship and Innovation.

Sustainability and Social Responsiveness: A course on Sustainability and Social Responsiveness is needed focusing Corporate Social Responsibility (CSR), Social Responsiveness and a Triple Bottom Line wraparound in the curriculum that emphasizes balancing the organization’s Profit and Wealth creation goals keeping in mind for the long-term interests of People and Planet.

Management of Social and Not for Profit Sectors: Social Enterprises like ‘Akshyapatra’ and Not for Profit organizations like ‘Arvind Eye care’ have made remarkable success by addressing the societal needs through Non-Governmental channel. These organizations have extensively applied management principles and made remarkable achievement especially in the non-profit context.

Management of MSMEs: Although all MSME are commercial and for-profit enterprises the ecosystem, scale and scope of these organizations demands special attention in management education.

Indian Ethos and Business Ethics: Several stakeholders have expressed that management education system should be encouraged to develop the indigenous management thought. In the recent past, several managers and academics have extended the interpretations of this traditional Indian literature to management education. Indian Philosophy is not contradictory to the western thought of wealth creation or wealth accumulation (Artha) but also emphasizes on other three permissible goals of life- Dharma, Karma and Moksha. Organizational Theories, Organizational Psychologies, Motivating the Personnel and driving them towards organizational goals are largely influenced by western literature.

Internship/ field work: In order to encourage practical thinking and application of management knowledge 6 credits internship/field work is mandatory.

Program Credits: The Programme structure and credits for PGDIM are finalized based on the stakeholders’ needs and general structure of the programmes. Minimum number of class room contact teaching credits for PGDIM program should be 96 credits (one credit equals 10 hours) and field work/ internship should be at 06 credits, thus the minimum number of credits for award of PGDIM course of 102 credits. Out of 96 credits, 54 credits are to be allotted for core courses and rest of 42 credits for electives.

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Contact hours include work relating to Lecture, Tutorial and Project (LTP), where the academic department of institute can exercise flexibility to decide course wise requirements. Core Courses: Core courses of PGDIM programs provide a holistic approach to management education, giving students both an overview of the field, and a basis to build, and specialize upon. These core courses are the strong foundation to establish management knowledge and provide broad multi-disciplined knowledge that can be further studied in depth during the elective phase. The core courses provide students with more than just practical knowledge, case-based lessons and collaborative learning models, train students to analyse, decide, and lead—rather than merely know while creating a common student experience that fosters a deep and tenacious community. A wide range of core courses provide groundwork in the basic management disciplines: accounting, marketing, responsible business, finance, information management system, organizational behavior and human resources, statistics, strategy, and supply chain management. The integrated foundation is important for students because it not only allows them to build upon existing skills, but also to explore career options in a range of industries, and expand their understanding of various business fields. Table 1 depicts the list of core courses for PGDIM programmes. TABLE 1: CORE COURSES 54 Credits Functional Areas Courses Foundations of Management Managerial (Micro) Economics

Indian Economy & Policy Business Communication Legal and Business Environment (Micro & Macro) Indian Ethos and Business Ethics Business Research

Finance Financial Reporting, Statements and Analysis Financial Management

Marketing Management Marketing Management Operations Management Operations Management Management Information System Computer Applications for Business

Management Information System Human Resources Management Human Resources Management Organisational Behaviour Management Process & Organizational Behavior Strategy Strategic Management

Corporate Social Responsibility & Sustainability Entrepreneurship

Business Analytics Quantitative Techniques Elective Courses: Elective courses fall under at least one of the eight functional areas of business: finance, human resources, Organisational behaviour, business analytics, information management, strategy, operations management and marketing. The curriculum has also identified new and evolving specialisations. These elective courses are: Entrepreneurship, Family Business Management (micro & small business), Retail management, etc.

PGDIM Courses Number of credits First year (I, II*terms) 54 credits of core course Second year (III, IV *terms) 42 credits of electives Internship/ Field work 06 credits Total 102 credits * Institutes based on student interest and faculty resources offers elective courses in III & IV Semester.

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The lists of elective courses in functional and non-functional area are portrayed in Table 2. TABLE2: ELECTIVE COURSES 32 Credits Functional Area Courses Finance Investment Analysis and Portfolio Management

Managing Banks and Financial Institutions Project Appraisal and Finance Financial Markets and Services Mergers, Acquisitions and Corporate Restructuring Financial Derivatives International Finance Taxation

Marketing Management Consumer Behaviour Retail Management Sales and Distribution Management Integrated Marketing Communications/ Promotion Strategy Digital and Social Media Marketing Product and Brand Management Services Marketing International Marketing

Operations Management Supply Chain and Logistics Management Pricing and Revenue Management Operations Strategy Sales and Operations Planning Behavioral Operations Management Operations Research Applications Management of Manufacturing Systems Supply Chain Analytics

Human Resources Management Compensation and Benefits Management Industrial Relation and Laws Performance Management Systems Team Dynamics at Work Strategic HRM Cross Cultural Management Employee Relations Human Resource Metrics and Analytics

TABLE2: NFA ELECTIVE COURSES 10 Credits Non-Functional Area: Courses Entrepreneurship Innovation Technology Management

Social Entrepreneurship Venture Valuation and Accounting Entrepreneurial Marketing

International Business International Marketing Management International Trade Laws International Labour Organization and International Labour Laws International Business Negotiation

Family Business Management (Micro & Small)

Design and Change in Organizations Planning, Structuring, and Financing Small Business Business Plan Preparation for Small Business Marketing for Small Business

Retail Management Logistic and Supply Chain Aspects in Retail Management Retail Brand Management Retail Consumer Behavior E–retailing

Note: Apart from these electives, students’ can choose Global Virtual Teams (GVT) as Course of Independent Study (CIS) or Study Abroad Project/Experiential/Live Project in place of elective courses.

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Students in PGDIM programs can define what areas of study would like to pursue, or even take some courses from other departments of university based on their educational background. These elective courses are taught through the combination of readings, lectures, cases, group presentations, experiential exercises and class discussion, which allow entering PGDIM students to determine their own leadership strengths and limitations, and to develop a plan for improving their strengths and overcoming their limitations. Alternative Study Credit Activities: Today there is a need to prepare PGDIM students for a VUCA (Volatile Uncertain, Complex and Ambiguous) world. Business models are being redefined, and the lines between careers, industries and geographical boundaries are constantly being redrawn. To stay relevant, PGDIM students must go beyond the boundaries of their campus. The future very much rests on how current and future leaders are being prepared, both inside and outside of the classroom by PGDIM programs. Higher education today is no longer confined to the classroom alone. The classroom is now less a place for knowledge transmission than a platform for development i.e. to apply acquired information to debates and discussions, drive inquisitiveness as well as develop causal thinking and analytical prowess. Employers expect graduates to be work-ready from day one and are increasingly focused on applicants ‘verifiable skills. Thus, non-classroom non-traditional sources of learning have a critical role to play. It is about the context and environment for learning and development. Students should be taken outside the walls of the campus to learn at various locations around the city, and the world, in order to put lessons into a larger context. Also, it helps the students to develop communication and networking skills to obtain the information they need, and then employ their own analysis, judgment and moral compass to make the right decisions. Business schools are much more integral part of their surrounding community. Students should work on projects that strengthen local organizations, government, businesses and the society. Engagement is an important aspect of producing management education that is responsible and Accountable. To meet the demand for work-ready graduates, experiential learning is an essential curriculum component. Apart from core and elective courses, the following vital programmes (with appropriate credits) engage and empower students by allowing them to discuss, debate and solve real business challenges are to be considered as alternatives for the core and elective courses for PGDIM program:

1. Outbound Experiential Learning Programmes

2. Communication through Theatre Techniques 3. Course of Independent Study 4. MOOC Courses 5. NSE and other similar Certification Programs 6. Social Sensitization Projects 7. Community Development Projects

8. Rural Innovation Projects 9. Consulting Projects

10. Industry or Academic Internships 11. Field/Live Projects 12. Global Virtual Team Project 13. Study Abroad Programme 14. Student Exchange Programs

Through above activities students demonstrate their ability to apply learned skills and also students push boundaries and propose and explore much needed solutions across disciplines and cultures. Institute conducts special workshops, business thought leadership series, resume writing and career development counseling, to improve the personality of students and make them confident to face the employment process.

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Post Graduate Diploma in Human Resources Management PGDHRM

(Specialized with * Family Business Management (Micro & Small), Entrepreneurship,

International Business & Retail Management)

Functional Area: Core Courses FIRST SEMESTER

Code No. Paper Internal External Total Credits TDL - 01 Management Process & Organization Behaviour 30 70 100 3 TDL - 02 Quantitative Techniques 30 70 100 3 TDL - 03 Managerial (Micro) Economics 30 70 100 3 TDL - 04 Financial Reporting, Statements and Analysis 30 70 100 3 TDL - 05 Legal and Business Environment (Micro & Macro) 30 70 100 3 TDL - 06 Computer Applications for Business 30 70 100 3 TDL - 07 Business Communication 30 70 100 3 NFA - 01 *NFA Elective (Group-1-4) Paper 1 30 70 100 3

SECOND SEMESTER Code No. Paper Internal External Total Credits TDL - 08 Indian Economy & Policy 30 70 100 3 TDL - 09 Financial Management 30 70 100 3 TDL - 10 Marketing Management 30 70 100 3 TDL - 11 Business Research 30 70 100 3 TDL - 12 Operations Management 30 70 100 3 TDL - 13 Human Resource Management 30 70 100 3 TDL - 14 Management Information Systems 30 70 100 3 NFA - 02 *NFA Elective (Group-1-4) Paper 2 30 70 100 3

Note : Common for Programme PGDIM, PGDFM, PGDOM, PGDHRM, PGDMM Paper in 1st, 2nd, 3rd, 4th, 5th, & 6th Semester

First year : Core Area: Core Courses : 42 Credits; *Non-Functional Area: Elective Courses : 6 Credits

NFA Electives : Specialized with Group 1 : Family Business Management (Micro & Small) Group 2 : Entrepreneurship Group 3 : International Business Group 4 : Retail Management

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Functional Area: Core Courses

THIRD SEMESTER Code No. Paper Internal External Total Credits TDL - 15 Entrepreneurship 30 70 100 3 TDL - 16 Indian Ethos and Business Ethics 30 70 100 3

FOURTH SEMESTER Code No. Paper Internal External Total Credits TDL - 17 Corporate Social Responsibility & Sustainability 30 70 100 3 TDL - 18 Strategic Management 30 70 100 3

Second year : Core Courses (III, IV Sem): 12 credits; Internship/ Field Work

FIFTH SEMESTER Code No. Paper Internal External Total Credits TDL - 19 Summer Internship 30 70 100 3

SIXTH SEMESTER Code No. Paper Internal External Total Credits TDL - 20 Project Dissertation on Field Work 30 70 100 3

Note : Common for Programme PGDIM, PGDFM, PGDOM, PGDHRM, PGDMM Paper in 1st, 2nd, 3rd, 4th, 5th, & 6th Semester Third year : Internship/ Field Work (V, VI Sem): 6 credits;

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Post Graduate Diploma in Human Resource Management (PGDHRM)

(Equivalent to MBA) (Specialized with * Family Business Management (Micro & Small), Entrepreneurship, International Business & Retail Management)

Functional Area: Elective Courses THIRD SEMESTER

Code No. Paper Internal External Total Credits THR - 01 Compensation and Benefits Management 30 70 100 4 THR - 02 Industrial Relation and Laws 30 70 100 4 THR - 03 Performance Management Systems 30 70 100 4 THR - 04 Team Dynamics at Work 30 70 100 4 NFA - 03 *NFA Elective (Group-1-4) Paper 3 30 70 100 2

FOURTH SEMESTER Code No. Paper Internal External Total Credits THR - 05 Strategic HRM 30 70 100 4 THR - 06 Cross Cultural Management 30 70 100 4 THR - 07 Employee Relations 30 70 100 4 THR - 08 Human Resource Metrics and Analytics 30 70 100 4 NFA - 04 *NFA Elective (Group-1-4) Paper 4 30 70 100 2

Note : Exclusive for PGDHRM Programme Paper in 3rd & 4th Semester

Second year : Functional Area: Elective Courses : 32 Credits; *Non-Functional Area: Elective Courses : 4 Credits

NFA Electives : Specialized with Group 1 : Family Business Management (Micro & Small) Group 2 : Entrepreneurship Group 3 : International Business Group 4 : Retail Management

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Post Graduate Diploma in Human Resource Management (PGDHRM) (Equivalent to MBA)



International Business & Retail Management) Non- Functional Area(NFA): Elective Courses

Note : Optional for Programme PGDIM, PGDFM, PGDOM, PGDHRM, PGDMM Paper in 1st, 2nd, 3rd &4th Semester. First & Second year : Non- Functional Area: Elective Courses (NFA) : 12 credits;

Group 1 :– Family Business Management ( Micro & Small) Code No. Paper Internal External Total Credits

FB01 Design and Change in Organizations 30 70 100 3 FB02 Planning, Structuring, and Financing Small Business 30 70 100 3 FB03 Business Plan Preparation for Small Business 30 70 100 2 FB04 Marketing for Small Business 30 70 100 2

Group 2 :– Entrepreneurship Code No. Paper Internal External Total Credits

EN01 Innovation Technology Management 30 70 100 3 EN02 Social Entrepreneurship 30 70 100 3 EN03 Venture Valuation and Accounting 30 70 100 2 EN04 Entrepreneurial Marketing 30 70 100 2

Group 3 :– International Business Code No. Paper Internal External Total Credits

IB01 International Marketing Management 30 70 100 3 IB02 International Trade Laws 30 70 100 3 IB03 International Labour Organization and International

Labour Laws 30 70 100 2

IB04 International Business Negotiation 30 70 100 2

Group 4 :– Retail Management Code No. Paper Internal External Total Credits

RM01 Logistic and Supply Chain Aspects in Retail Management

30 70 100 3

RM02 Retail Brand Management 30 70 100 3 RM03 Retail Consumer Behavior 30 70 100 2 RM04 E–retailing 30 70 100 2

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Syllabus for

Functional Area: Core Courses

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Management Process & Organizational Behavior

Course Code: TDL 01 Credits - 3 Objective: This course is designed to expose the students to fundamental concepts of management, its processes and behavioral dynamics in organizations. Course Contents Unit I Introduction to Management: Meaning and Nature of Management, Evolution of Management, Managerial Functions, Skills, Tasks and Responsibilities of a Professional Manager, Management by Objectives, Case Studies. Unit II Process of Management: Planning-Process and Techniques, Directing-Principles and Process, Controlling-Process and Techniques, Decision Making Models, Case Study.

Unit III Fundamentals of Organizational Behaviour: Introduction, Foundations of individual behavior-Ability, Attitudes, Job Satisfaction, Personality, Values, Perception, -Group development; Group properties: Roles, norms, status, size and cohesiveness, Group decision making, Techniques, Work teams,

Unit IV Interpersonal Processes and Behavior: Motivation–Theories, leadership, Foundations of Group behavior Communication, Work teams and group dynamics Leadership, Conflict Management, Interpersonal Behavior and Relations, Transactional Analysis. Organizational Processes and Structure: Understanding organizations- Managing organizational culture, Technology and organizational design, Organizational decision making, Managing organizational conflict, power & politics and Organisational change.

Reference Books

1. Robbins, S.P. Judge, T.A., Vohra, N. (2016), Organizational Behaviour, 16/e, Pearson Education. 2. Pierce, J.L. & Gardner, D.G. (2010), Management and Organizational Behavior, Cengage

Learning. 3. Nelson D.L., Quick, J.C. & Khandelwal, P. (2014), ORGB, 2/e, Cengage Learning 4. Green Berg, J. and Baron, R.A. (2015), Behaviour in Organization, Pearson Education. 5. Newstrom, J.W. & Davis, K (2014), Organizational Behaviour at Work, Tata McGrawHill. 6. George, J. M. & Jones, G.R. (2012), Understanding and Managing Organizational Behaviour 6/e,

Pearson Education.

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Quantitative Techniques

Course Code: TDL 02 Credits - 3 Objective: To expose students to quantitative techniques in management decision making. Course Contents Unit I Probability: Meaning, Approaches of Probability Theory, Addition and Multiplication Theorems, Conditional Probability, Bayes’ Rule, Probability Distributions – Binominal Poisson, Normal Distribution, Application of Probability Theory in Business Decision Making. Unit II Linear Programming: Meaning, Assumptions of Linear Programming, Formulation of Linear Programming Model, Solution of Linear Programming Problem with the help of Graphical and Simplex Method, Concept of Duality, Shadow Prices, Sensitivity Analysis, Role LP in Economic Decision Making, Transportation Problems. Initial Basic Feasible Solution, Test for Optimality, Assignment Problems, Travelling Salesman Model. Unit III Decision Theory: Decision under Certainty, Uncertainty and Risk, Decision Tree Analysis. Game Theory: Pure and Mixed Strategies, Principle of Dominance, Solution of Game Theory Problems with the help of Graphical, Algebraic and Simplex Methods. Unit IV Network Analysis: Meaning of Networking, Network Analysis with help of PERT and CPM Models, Resource Planning and Meaning of crashing, Queuing Theory: Meaning, Concepts and assumptions of queuing models, M/M/1/FIFO- Simulation Modeling.

Reference Books

1. Render Barry, Stair RM, Hanna ME and Badri TN (2016), Quantitative Analysis for Management, 12/e, Pearson India

2. Ken Black (2013), Business Statistics: For Contemporary Decision Making, 8/e, Wiley-India. 3. Sharma, J.K. (2013), Operations Research: Theory and Applications, 5/e, Macmillan, India 4. Taha, Hamdy (2014), Operations Research: An Introduction, 9/e, Pearson India 5. Levin Richard and Rubin DS (2012), Statistics for Management, 7/e, Pearson Education. 6. Kapoor VK, (2014), Operations Research: Techniques for Management, 9/e, Sultan Chand &

Sons, New Delhi.

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Managerial (Micro) Economics

Course Code: TDL 03 Credits – 3 Objective: The course is aimed at building a perspective necessary for the application of modern economic concepts, precepts, tools and techniques in evaluating business decisions taken by a firm. The course will also look at recent developments in business in the context of economic theory. Course Contents Unit I Introduction: Nature, Scope and Significance of Managerial Economics, its Relationship with other Disciplines, Role of Managerial Economics in Decision Making; Opportunity Cost Principle, Production Possibility Curve, Incremental Concept, Cardinal and Ordinal Approaches to Consumer Behaviour: Equi-Marginal Principle, Law of Diminishing Marginal Utility, Indifference Curve Analysis. Unit II Demand Analysis and Theory of Production: The Economic Way of Thinking-Demand Analysis 1-Demand Analysis II, Demand Function, Determinants of Demand, Elasticity of Demand, Demand Estimation and Forecasting, Applications of Demand Analysis in Managerial Decision Making; Theory of Production: Production Function, Short Run and Long Run Production Analysis, Isoquants, Optimal Combination of Inputs. Unit III Theory of Cost and Market Structures: Traditional and Modern Theory of Cost in Short and Long Runs, Economies of Scale and Economies of Scope; Revenue curves; Market Structures: Price-Output decisions under Perfect Competition, Monopoly, Monopolistic Competition and Oligopoly; Strategic Behaviour of Firms and Game Theory:- Nash Equilibrium, Prisoner’s Dilemma – Price and Non-price Competition. Unit IV Introduction to Macro Economics: Nature and Importance; Economic Growth and Development, Determinants of Economic Development; Methods of Measurement of National Income; Inflation: Meaning, Theories, and Control Measures; Recent Developments in Indian Economy. Reference Books

1. H. Craig Petersen, W Cris Lewis, Sudhir K. Jain, (2005), Managerial Economics, 4/e, Pearson Education

2. Robert S. Pindyck Daniel L. Rubinfeld, Prem L Mehta, (2009), Micro Economics, 7/e, Pearson Education.

3. Lila J. Truett, Dale B. Truett, (2006), Managerial Economics: Analysis, Problems, Cases, 8/e, Wiley India.

4. Chaturvedi, DD, (2014), Managerial Economics, Scholar Technical Press, New Delhi.

http://as.wiley.com/WileyCDA/Section/id-302477.html?query=Lila+J.+Truett

http://as.wiley.com/WileyCDA/Section/id-302477.html?query=Dale+B.+Truett

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Financial Reporting, Statements and Analysis

Course Code: TDL 04 Credits – 3 Unit I

Introduction to Financial Analysis: Reporting environment. Nature and purpose of financial accounting, Accruals, Fair value accounting, Analysis of Financial Decisions Liabilities, Leases, Postretirement Benefits, Off-Balance Sheet Financing, Accounting For Contingencies And Commitments.

Unit II

Analysis of Investment Decisions: Current Assets, Inventories, Long-Term Assets, Depreciation, Intangible Assets, Interoperate Investment, Analysis of Operating Decisions, Income Measurement, Nonrecurring Items, Revenues Recognition, Deferred Charges, Income Taxes.

Unit III

Profitability Analysis: Importance of Return on Invested Capital. Accounting Drivers of Performance, Reclassification of Financial Information, Return Decomposition, Returns And Liquidity Leverage And suppliers, Financial position and profitability, Forecasting.

Unit IV

Quality of Financial Information: Earnings Management, Conservative and Aggressive accounting practices, Industry specific manipulations.

Reference Books 1. Financial Statement Analysis by K. R. Subramanyam and John Wild, 10e, 2009. 2. Custom edition Financial Reporting and Analysis, compiled by P. Platikanova and G. Bartllori. 3. Financial Statement Analysis and Security Valuation by Stephen Penman, 4e, 2009.

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Legal and Business Environment (Micro & Macro)

Course Code: TDL 05 Credits -3 Objective: This course is intended to make students understand the legal aspects of business in terms of various acts that influence business in India so as to enable them appreciates associated opportunities, risks and challenges and their relevance for managerial decisions. Course Contents Unit I Business Legislation: Legal Aspect of Business: Introduction to Business Laws- Business Management and Jurisprudence; structure of the Indian Legal Systems: sources of Law; Manager and Legal System; Indian Contract Act, 1872– Formation, Essential Elements, Performance and Discharge of Contract, Remedies for Breach of Contract, Overview of Special Contracts. Overview of Alternate Dispute Resolution Mechanisms; Negotiable Instruments Act, 1881: Meaning and Essential Features, Types, Endorsement of NI, Presentment of NI, Discharge of Parties, Liabilities of Banker and Dishonor of Negotiable Instruments like Hundis etc.

Unit II Companies Act 2013 – Meaning and Essential Features of Company, Types of Companies, Formation of Company, Memorandum and Articles of Association, Prospectus; Company Meetings; Concept of Independent Directors, Single Person Company, Company Directors and Managers; Duties of Directors; Appointment Remuneration and Allied matters; Company Secretary-Duties and Responsibilities; CSR Activities.

Unit -III Investment Laws: Securities Exchange Board of India Act, 1992: Objective, Salient Features, Definition of Security, Securities Exchange Board of India- Composition, Powers and Functions; SEBI Guidelines-Pre-issue formalities-Disclosure Standards; Legal requirements; Operation of Clearing; Settlement and Depository system in Securities Transaction; SEBI Guidelines for Mutual Funds and Venture Capital.

Unit IV Sales and Competition laws: Sales of Goods- Principles of Sales of Goods- Transfer of Ownership& Property–Performance of contract-Consumer Protection Laws-Law relating to Business Organizations-Partnership Trusts- Company form of organization-Protecting the property of Business-Copyright, Trademark, secret, Geographical Indications-Alternate Dispute resolutions.

Reference Books

1. Daniel Albuquerque (2013), “Legal Aspects of Business”, Oxford University Press, New Delhi 2. K. R. Bulchandani (2014), “Business Law for Management,” 7/e, Himalaya Publishing House,

Mubai-400004 India. 3. R.S.N.Pillai and Bagavathi (2011), “Legal Aspects of Business”, S. Chand & Company Ltd, Delhi 4. S.K. Kapoor (2013), “Law of Contract-I and Specific Relief Act”, 13/e., Central Law Agency,

Allahabad-2, India. 5. N.V Pranjape (2014), “The New Company Law”, Central Law Agency, Allahabad, India. 6. Ravinder Kumar (2013), “Legal Aspects of Business”, 3/e, Cengage Learning India Pvt. Ltd.;

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Computer Application for Business

Course Code: TDL 06 Credits - 3 Objective: The primary objective of this course is to familiarize the student with basic concepts of information technology and their applications to business processes. Course Contents Unit I Computer Hardware and Number System: - CPU, Computer Memory and Mass Storage Devices, Computer Hierarchy, Input Technologies, Output Technologies. Number Systems and Arithmetic: Decimal, Binary, Octal and Hexadecimal Number Systems, Binary Arithmetic.

Unit II Computer Software: Application and System Software, Programming Languages and their Classification, Assemblers, Compilers and Interpreters. Process of Software Development, Data Analysis using Spreadsheets Operating Systems, functions of Operating Systems, Types of Operating Systems (Batch Processing, Multitasking, Multiprogramming and Real time Systems) DBMS: Traditional File concepts and Environment, Database Management Systems Concepts, Types of Data Models, ER Modeling, Integrity Constraints, SQL queries.

Unit III Data Communication and Networks: Concepts of Data Communication, Types of Data- Communication Networks, Communications Media, Concepts of Computer Networks, Primary Network Topologies, Network Architectures-The OSI Model, Inter-Networking devices. The Internet, Intranet and Extranets: Operation of the Internet, Services provided by Internet, World Wide Web, Creating Web Pages using HTML Intranets and Extranets.

Unit IV Functional and Enterprise Systems: Data, Information and Knowledge Concepts, Decision Making Process, Physical Components of Information Systems and Classification of Information Systems, Overview of Security Issues in Information Technology, Emerging Trends in Information Technology. Reference Books

1. ITL Education Solutions (2012), Introduction to Information Technology, 2/e, Pearson Education.

2. Turban, Rainer and Potter (2006), Introduction to information technology, 2/e, John Wiley and Sons.

3. Turban Efraim, Ephraim McLean, James Wetherbe (2006), Information Technology for Management - Transforming organizations in the digital economy, 5/e, Wiley India.

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Business Communication

Course Code: TDL 07 Credits -3 Objective: The aim of the course is to train students to enhance their skills in written and oral communication through practical conduct of this course. This course will help students develop competence in communication so that they can successfully handle the challenges of all types of communication in business. Unit I Introduction to Business Communication: Definition, Importance, Forms and Types of Communication (Downward, Upward, Horizontal and Lateral Communication); Formal and Informal Communication Network, Process of communication, Barriers and Gateways to communication. Unit II Written Communication and Applications of Communication: Principles of Written Communication – 7C’s Concept. Business and Commercial Letters (Request letters, Good News letters, Bad news letters, Persuasive letters, Sales letters).Minutes of the Meeting, Report Writing, Job application and Resume Writing, Business communication via Social Network, Writing a Blog. Unit III Oral Communication and Business Etiquettes: Principles of Oral Presentation, Factors Effecting Presentation, Video-conferencing and Skype, Non – Verbal Communication (Para language, Time, Space, Silence, Body language). Group Discussion and Employment Interview, Business Etiquettes, Professionalism. Introduction and Greetings, Dressing and Grooming, Gifting in Business, Public Speaking, Active Listening.

Unit IV External Influence on Business Communication: Legal and Ethical dimensions of communication (Dealing with pressure to compromise your ethics). Cross Cultural and Diversity Issues of Communication, Technology Enabled Communication, Negotiation and its relevance in Business Communication, Mass Communication.

Reference Books

1. Lehman, C.M., DuFrene D.D., & Sinha M. (2013), BOM – What’s Inside: An Innovative Approach to Learning and Teaching – Business Communication, 3/e, Cengage Learning.

2. Lesikar, R.V., Flatley M.E., Rentz, K., & Pande N. (2014), Business Communication: Making Connections in a Digital World, 11/e, McGraw Hill Education (India) Private Limited.

3. Pearson, J.C., Nelson, P.E., Titsworth S., & Harter, L. (2013), Human Communication, 4/e, McGraw Hill Education (India) Private Limited.

4. Dignen, B. & McMaster I. (2013), Communication for International Business: The Secrets of Excellent Interpersonal Skills, 4/e, HarperCollins Publishers.

5. Conger, J.A. (2013), HBR’s 10 Must Reads on Communication – Harvard Business School Publishing Corporation.

6. Monipally, M.M. (2013), Business Communication: From Principles to Practice, 1/e, McGraw Hill Education.

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Indian Economy & Policy

Course Code: TDL 08 Credits-3 Objective: To help the students to understand the basics of Indian economy and to catch up with economic changes occurring at national and international levels. Couse Contents Unit I Nature of Indian Economy: Toe need for Economic Development, causes of under development, determinates of development, National Income of India-estimates, Interregional variations of national income, NITI Aayog (National Institution for Transforming India). Unit II Human Resources and Economic Development: Demographic Features of Indian population, size and growth of population and economic development. Problem of overpopulation, Human development Index, New Economy Policy, Privatization, Liberalization, Globalization, Unemployment problem in India; Problem of Poverty. Unit III Industrialization: Growth and problems of major industries-Iron and Steel, Cotton Textiles, Cement, Sugar and Petroleum, Industrial policy. Small scale industries: Problems and policy, Regional imbalances, Parallel Economy; India’s foreign trade and balance of payment. Unit IV Indian Finance System: Mobilization of resources for development. Economic Planning, Importance of planning for Economic development, Salient features of India's five years plans priorities-target achievements, failures, factors affecting successful implementations of plans, working knowledge of Inflation and its impact on economy with special reference to India. Reference Books

1. Datt, and Sundhrarn, R., (5m Ed., 2013), Indian Economy, Sultan Chand & Sons. 2. Dhingra, IC., (28m Ed.,2014), lndian Economy, Sultan Chand & Sons. 3. Singh Ramesh (Sm Ed., 2016), Indian Economy, McGraw Hill Education. 4. BanikNilanjan (I" Ed.2015), the Indian Economy: A Macroeconomic Perspective, Sage India

Publisher. 5. Kapila Uma (I 7" Ed., 2017), Indian Economy: Performance and policies, Academic Foundation

Economic survey 2017 and whatever is its latest edition.

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Financial Management

Course Code: TDL 09 Credits-3 Objective: The course is aimed at building an understanding of concepts, vital tools and techniques applicable for financial decision making by a business firm. Use of MS-Excel Functions and Formulas will be promoted amongst students for all topics given in the syllabus. Course Contents: Unit I Nature and Scope of Financial Management: Financial Objectives; Impact of Financial and Economic Environment on Financial Management; Time Value of Money including Pension Funds, Computation of EMI, Annuity, Annuity Due. Funds Flow Analysis; Cash Flow Statement and its Interpretation (AS-3), Financial Statement Analysis, Ratio Analysis, Common Size Statements, Du Pont Analysis.

Unit II Planning for Sources of Finance (Domestic and International): Capital Structure; Net Income Approach; Net Operating Income Approach; Traditional Approach and MM Approach, Cost of Capital; EBIT – EPS Analysis, Capital Gearing/Debt-Equity Ratio, Generation of Internal Funds. Unit III Capital Budgeting: Conventional and DCF Methods; Inflation and Capital Budgeting; Risk Analysis and Capital Budgeting-Certainty Equivalent Factor; Risk Adjusted Discounting Rate; Decision Tree; Independent and Dependent Risk Analysis; Replacement Decisions, Sensitivity Analysis, Introduction to Financial Analytics. Unit IV Retained Earnings Vs. Dividend Decision: Gordon Model; Walter Model; MM Approach; Lintner Model; Planning of Funds through Management of Assets - Fixed and Current: Sustainable Growth Rate. Working Capital Management; Concept of Working Capital, Working Capital Approaches, Working Capital Estimations, Management of Cash (Various Theoretical Models), Inventories, Receivables, Marketable Securities and Account Payables. Reference Books

1. Van Horne, James, C, Sanjay Dhamija, (2012), Financial Management and Policy, 12/e, Pearson Education.

2. Pandey I.M (2015), Financial Management, 11/e, Vikas Publishing House Pvt Ltd, Delhi 3. Prasanna, Chandra (2015), Financial Management: Theory and Practice, 9/e, Tata

McGraw Hill. 4. Jonathan Berk, Peter De Marzo, (2016), Financial Management, Pearson Education.

32



Marketing Management

Course Code: TDL 10 Credits – 3 Objective: The course aims at making students understand concepts, philosophies, processes and techniques of managing the marketing operations of a firm. Course Contents Unit I Introduction to Marketing: Meaning and Scope of Marketing; Marketing Philosophies; Concept of Customer Value, Marketing Management Process-An Overview; Concept of Marketing Mix; Understanding Marketing Environment; Consumer and Organization Buyer Behavior; Demand Forecasting; Market Segmentation, Targeting and Positioning, Over View of Competitive Marketing Strategies. Unit II Product and Pricing Decisions: Product Concept; Product Classifications; Product Levels; Product Differentiation; Product Mix; Product Line Decisions; Product Life Cycle-Concept & Strategies; Packaging; Brand and Branding Strategies; New Product Development Process; Pricing-Pricing Objectives, Determinants of Price, Pricing Methods & Strategies. Unit III Promotion and Distribution Decisions: Promotion Mix-Advertising, Personal Selling, Publicity, Direct Marketing and Sales Promotion; Integrated Marketing Communication, Channels of Distribution; Functions of Intermediaries; Channel Design Decisions, Selecting Channel Members; Channel Management; Emerging Channels of Distribution. Unit IV Contemporary Marketing Trends and Issues: Rural Marketing, Social Marketing; Green Marketing; Digital Marketing; Ethical Issues in Marketing; Introduction to Marketing Analytics.

Reference Books

1. Kotler,P., Keller, K.L. (2015), Marketing Management, 15/e, Pearson Education. 2. Baines, P., Fill, C., Page, K., Sinha, P.K. (2013), Marketing: Asian Edition, Oxford University

Press, Delhi. 3. Ramaswamy, V.S and Namakumari, S. (2013), Marketing Management: Global Perspective

Indian Context, 5/e, McGraw Hill Education (India) Pvt Ltd, New Delhi 4. Lamb, C.W, Hair, J.F, Sharma D. &Mc Daniel C. (2012), Marketing- A South Asian Perspective

Edition, Cengage India Pvt. Ltd, Delhi

33



Business Research

Course Code: TDL 11 Credits – 3 Objective: The course aim at equipping students with an understanding of the research process, tools and techniques in order to facilitate managerial decision making. Course Contents Unit I Introduction: Introduction to business research-types of research, process of research, Formulation of the research problem, development of the research hypotheses, Types of Hypotheses. Lab Work of around 4 hours.

Unit II Research Design: Definition, functions, exploratory, descriptive, experimental; Experimental research designs-pre-experimental, quasi-experimental, true experimental, statistical; Validity of research instruments-face and content, construct validity; Reliability of research instruments internal consistency procedures; Methods of data collection-primary and secondary sources; Attitudinal scales-Likert, Thurston, Guttmann scales; Questionnaire designing. Lab Work of around 4 hours .

Unit III Sampling and Data Analysis: Concept, designs; Types of sampling designs- probability, non-probability, mixed sampling designs; sampling frame; Sample size determination; Data processing- editing, coding and tabulating; Data analysis-Univariate, Bivariate, Multivariate; Hypothesis testing- concept, types of errors, steps in hypothesis testing.

Unit IV Analytical Techniques: Parametric Vs Non-parametric tests, Anova, Correlation and Regression Analysis, Chi-square Test, Non-parametric Tests for Normality, Runs Test, Advanced data analysis techniques-basic concepts of factor analysis, discriminant analysis and Conjoint Analysis. Lab Work of around 4 hours.

Reference Books

1. Chawla Deepak, Sodhi Neena (2015), Research Methodology Concept and Cases, 2/e, Vikas Publishing House.

2. Malhotra K. Naresh, Dash Satyabhushan (2015), Marketing Research 7/e, Pearson Education Ltd. 3. Cooper Donald, Schindler Pamela, Sharma J K (2012), Business Research Methods, 11/e, McGraw

Hill Education 4. Bryman Alan, Bell Emma (2011), Business Research Methods, 3/e, Oxford University Press

34



Operations Management

Course Code: TDL 12 Credits - 3 Objective: The course is designed to enable students appreciate the strategic significance of operations management in highly competitive global economy and to introduce various principles, concepts, tools and techniques developed in the area of operations management over the years. It is envisaged that students would gain a conceptual understanding of the subject and relate them to practical applications in real life situation. Course Contents Unit I Introduction to Operations Management, Nature & Scope of Operations Management, Historical Evolution of Operations Management, Systems Perspectives of Operations Management, and Relationship of Operations Management with Other Functional Areas, Operations Strategy, Recent Trends in the Field of Operations Management.

Unit II Product Development: Product Development Process, Concurrent Engineering, Tools and Approaches in Product Development viz: Quality Function Deployment, Design for Manufacturability, Design for Assembly, Design for Quality, Mass Customization; Process Selection and Facilities Layout: Determinant of Process Selection, Process-Product Matrix, Types of Layouts, Line Balancing; Facilities Location; Work Measurement and Job Design.

Unit Ill Demand Forecasting; Capacity Planning; Resources Planning: Aggregate Production Planning Materials Requirement Planning, Scheduling; Theory of constraints and Synchronous Manufacturing; Lean Management and Just in Time Production; Supply Chain Management; Inventory Planning and Control.

Unit IV Quality Management, Quality: Definition, Dimension, Cost of Quality, Continuous Improvement (Kaizen), ISO (9000&14000 Series), Quality Awards, Statistical Quality Control: Variable & Attribute, Process Control, Control Chart (X , R , p , np and C chart ) Acceptance Sampling Operating Characteristic Curve (AQL , LTPD, a & b risk ) Total Quality Management (TQM), Introduction to Operations Analytics. Reference Books

1. Mahadevan B. (2015), Operations Management: Theory and Practice, 3/e, Pearson Education. 2. Chase, R.B, et. Al (2010), Operations Management for Competitive Advantage, Tata McGraw Hill,

New Delhi. 3. Gaither Norman and Frazier G. (2004), Operations Management, 9/e, Cengage Learning India

Pvt.Ltd.

35



Human Resource Management

Course Code: TDL 13 Credits -3 Course Objectives: The course shall enhance the understanding of varied practices and processes of managing human resources and understand their relevance and contribution in terms of not only organization, but the other employees working therein, and also the society at large. Unit I Introduction to Human Resource Management: Concept of HRM, Nature, Scope, Functions, Models of HRM; Roles and Responsibilities of HR managers; Business and organizational restructuring and its implications for human resource management; The HRM and approaches to HRM; Competitive Challenges and HRM: Workforce Diversity, Managing Protean Careers, Moonlighting Phenomenon, Psychological Contract, developmental leadership, employee engagement.

Unit II Strategy and Workforce Planning: Strategic Planning and HR Planning: Linking the Processes, Methods and Techniques of Forecasting the Demand and Supply of Manpower, Turnover and Absenteeism, Job Analysis, Job Design and Re-design: Job enlargement, Job Enrichment, Corporate strategy and human resource management; HRM and culture management; Managing HR after mergers and acquisitions.

Unit III Expanding the Talent Pool: Recruitment, Selection, Career Development Initiatives, HRM Competencies: Roles of HR Generalists and HR Specialists, Training & Development, Balance Scorecard(BSC), Idea underlying BSC, Research by Kaplan and Norton Introducing BSC- step By- Step.

Unit IV Contemporary Issues in HR: Strategic Human Resource Management, International Human Resource Management, Wellness Programs Work Life Balance and Green HRM; Different working patterns (e.g. day work, shift systems, flexi-time, working at home, casual employment) Human Resource Information Systems and e–HR for the digital age. Competency mapping, Empowering managers through positive political skills, Mentorship, Introduction to Human Resource Analytics.

Reference Books

1. Dessler, G. &Varkkey B., (2015), Human Resource Management, 14/e, Pearson Education. 2. Denisi, A., Griffin, R. and Sarkar, A. (2014), HR, Cengage Learning (India Edition). 3. Torrington et al (2014), Human Resource Management 9/e, Pearson Education. 4. Lepak, D. & Gowan M. (2009), Human Resource Management, Pearson Education. 5. Ivancevich, J.M. (2014), Human Resource Management, 10/e, Tata McGraw Hill. 6. Byars, L.L. & Rue, L.W. (2014), Human Resource Management, 10/e, Tata McGraw Hill.

36



Management Information Systems

Course Code: TDL 14 Credits -3 Objective: The objective of this course is to expose the students to the managerial issues relating to information systems and help them identify and evaluate various options in this regard. Course Contents Unit I Information Systems in Global Business: Global e-Business and collaboration; Information systems, organizations, and strategy; Ethical and social issues in information systems.

Unit II IT Infrastructure and Emerging Technologies: Foundations of business intelligence – databases and information management; Telecommunications, the Internet, and wireless technology; Securing information systems.

Unit III Data, Information andEnterprise Applications: Introduction, data and information- measuring data, information as a resource, information in organizational functions, types of information technology, types of information systems- transaction processing systems-management information systems, Enterprise applications – operational excellence and customer intimacy; e-Commerce – digital markets, digital goods; Managing knowledge; Decision making – business intelligence.

Unit IV Business Process Integration with IT: Introduction, Business Process Integration- Business processes-example of a complex process, Motivation for Enterprise Systems, Enterprise Resource Planning systems- finance and accounting module-human resource management module-manufacturing and operations module- sales and marketing module, Building information systems – systems development and organizational change, business process redesign, tools for business process management; Project management – business value of information systems, managing project risk; Managing global systems.

Reference Books

1. Kenneth Laudon and Jane Laudon (2016), Management Information Systems: Managing the Digital Firm, 14/e, Pearson Education.

2. James O’Brien, George Marakas and Ramesh Behl (2014), Management Information Systems, 10/e, McGraw Hill Education India, Delhi

3. Ralph Stair and George Reynolds (2012), Information Systems, 10/e, Cengage Learning. 4. D.P.Goyal (2014), Management Information Systems: Managerial Perspectives, 4/e, Vikas

Publishing House.

37



Entrepreneurship

Course Code: TDL 15 Credits – 3 Objective: The course aims at instituting entrepreneurship skills in the students by giving an overview of which the entrepreneurs are and what competences are needed to become an entrepreneur. It helps in grasping entrepreneurship, based on 3S Model i.e. Stimulate, Sustain and Support, so that a spirit of entrepreneurship can be inculcated among the student participants. Course Contents Unit I Entrepreneurship: Concept and Definitions; Entrepreneurship and Economic Development; Factor Affecting Entrepreneurial Growth – Economic, Non-Economic Factors; Classification and Types of Entrepreneurs; Entrepreneurial Competencies; EDP Programs; Entrepreneurial Training; Traits/Qualities of an Entrepreneurs; Manager Vs. Entrepreneur; Entrepreneur Vs. Entrepreneurship; Entrepreneur vs. Administrator.

Unit II Opportunity / Identification and Product Selection: Entrepreneurial Opportunity Search and Identification; Sources of Information; Criteria to Select a Product; Conducting Feasibility Studies; Marketing Feasibility, Technical Feasibility, Finance Feasibility, HR Feasibility etc; Business Plan Formulation; Format of Business Plan with Practical example; Project Report Preparation; Specimen of Project Report.

Unit III Enterprise Launching Formalities : Definition of Small Scale as per MSMED Act, 2006; Rationale; Objective; Scope; steps involved in starting enterprise; SME; Registration; NOC from Pollution Board; Machinery and Equipment Selection; Role of SME in Economic Development of India; Project Planning and Scheduling using Networking Techniques of PERT/CPM; Methods of Project Appraisal.

Unit IV Role of Support Institutions and Management of Small Business : Role of Director of Industries, DIC, DCMSME, SIDBI, Small Industries Development Corporation (SIDC), MSME (D-I), NSIC, NISBUED, State Financial Corporation (SFC); Functional areas application for Small Enterprises like Marketing Management issues; Production Management issues; Finance Management issues; Human Resource Management issues; Export Marketing. Reference Books

1. Donald F. & Dr. Kuratko, (2013), Entrepreneurship: Theory, Process and Practice, South Western Publication.

2. Sharma K.C, (2010), Entrepreneurship Development, Regal Publications, Delhi. 3. Nath Suryakant(2012), Entrepreneurship Development and Small Scale Industries,

Neha Publishers & Distributors, Delhi. 4. Charantimath (2013), Entrepreneurship Development and Small Business

Enterprise Pearson Education. 5. Gupta S.L. & Mittal Arun (2012), Entrepreneurship Development, International Book House,

Delhi 6. Taing Kalpana (2014), Entrepreneurship Theory and Practice, Anmol Publication

Pvt. Ltd, Delhi.

38



Indian Ethos & Business Ethics

Course Code: TDL 16 Credits - 3 Course Objective: To have grounding on theory through the understanding of real life situations and cases. COURSE OUTCOME: To understand ethical issues in workplace and be able to find solution for ‘most good’. UNIT I Introduction: Definition & nature Business ethics, Characteristics, Ethical theories; Causes of unethical behavior; Ethical abuses; Work ethics; Code of conduct; Public good. UNIT II Ethics Theory And Beyond: Management of Ethics - Ethics analysis [Hosmer model]; Ethical dilemma; Ethics in practice - ethics for managers; Role and function of ethical managers- Comparative ethical behaviour of managers; Code of ethics; Competitiveness, organizational size, profitability and ethics; Cost of 30 ethics in Corporate ethics evaluation, Business and ecological/environmental issues in the Indian context and case studies. UNIT III Legal Aspects of Ethics: Political – legal environment; Provisions of the Indian constitution pertaining to Business; Political setup – major characteristics and their implications for business; Prominent features of MRTP & FERA. Social – cultural environment and their impact on business operations, Salient features of Indian culture and values. UNIT IV Environmental Ethics: Economic Environment; Philosophy of economic grow and its implications for business, Main features of Economic Planning with respect to business; Industrial policy and framework of government contract over Business; Role of chamber of commerce and confederation of Indian Industries. UNIT V Corporate Social Responsibility And Governance: Definition- Evolution- Need for CSR; Theoretical perspectives; Corporate citizenship; Business practices; Strategies for CSR; Challenges and implementation; Evolution of corporate governance; Governance practices and regulation; Structure and development of boards; Role of capital market and government; Governance ratings; Future of governance- innovative practices; Case studies with lessons learnt. Reference Books

1. S.A. Sherlekar, Ethics in Management, Himalaya Publishing House, 2009. 2. William B. Werther and David B. Chandler, Strategic corporate social responsibility, Sage

Publications Inc., 2011 3. Robert A.G. Monks and Nell Minow, Corporate governance, John Wiley and Sons, 2011. 4. Philip Kotler and Nancy Lee, Corporate social responsibility: doing the most good for company

and your cause, Wiley, 2005. 5. Subhabrata Bobby Banerjee, Corporate social responsibility: the good, the bad and the ugly,

Edward Elgar Publishing, 2007. 6. Satheeshkumar, Corporate governance, Oxford University, Press, 2010. 7. Bob Tricker, Corporate governance- Principles, policies and practices, Oxford University Press,

2009.

39



Corporate Social Responsibility & Sustainability

Course Code: TDL 17 Credit -3 Objective: The objective of this course is to develop an understanding and appreciation of the importance of value system, ethical conduct in business and role and responsibilities of corporate in social systems. It aims at applying the moral values and ethics to the real challenges of the organizations. Course Contents Unit I Moral Values and Ethics: Values – Concepts, Types and Formation of Values, Ethics and Behaviour. Values of Indian Managers; Managerial Excellence through Human Values; Development of Ethics, Ethical Decision Making, Business Ethics Values and ethics as drivers of Corporate Social responsibility (CSR ): A Historical Perspective from Industrial Revolution to Social Activism; The Stakeholder theory of Firm ; CSR and the regulatory issues.

Unit II Ethical Dilemma , Implications of failed corporate responsibilities: Worker rights and health, Technology and Privacy in the workplace , Human rights, Stockholders Right and Corporate Governance; Consumerism; Unethical Issues in Sales, Marketing , Advertising and Supply Chain ; Intellectual Property Rights, Corruption in Business and Administration, Building a value based Corporate Culture , Big Data : Ethical and Regulatory Framework.

Unit III Corporate Social Responsibility: Current CSR Practices of the Firms in India and Abroad, International Frameworks of CSR and Sustainability: Global Compact, Caux Round Table, OECD Guidelines for Multinational Enterprises , GRI, SA8000 Standard etc., BS / ISO Guideline on CSR Management (ISO-26000), Social Audit of Government Programs.

Unit IV Sustainable Development: Challenges of Sustainable Development, Environmental Challenges as Business Opportunity, Kyoto Protocol and Clean Development Mechanism (CDM), managing environmental Quality, Green IT initiatives, emerging trends in Corporate Social Responsibility,

Reference Books

1. Lawrence, A. T., and Weber, J. (2016). Business and society: Stakeholders, ethics, public policy. Tata McGraw-Hill Education.

2. Blowfield, M., & Murray, A. (2014). Corporate responsibility. Oxford University Press. 3. Hartman, L. P. and DesJardinsJ. (2013). Business Ethics: Decision-Making For Personal Integrity

And Social Responsibility, McGraw-Hill/Irwin 4. Carroll, A., &Buchholtz, A. (2014). Business and society: Ethics, sustainability, and stakeholder

management. Cengage Learning 5. Steneir J.F. and Steiner G.A. (2014) Business, Government and society: A Managerial Perspective

Text and Cases McGraw-Hill Education. 6. Manuel G.Velasquez (2015), Business Ethics Concepts and Cases, Pearson Education.

40



Strategic Management

Course Code: TDL 18 Credit -3 Objective: To develop an understanding of the Strategic Management process in a dynamic and competitive global environment. Course Contents Unit I Nature of Strategic Management: Concept of Strategy; Vision Mission, Goals and Objectives; External Environmental Analysis; Analyzing Companies Resource in Competitive Position; Mintzberg’s 5Ps of Strategy; Strategic Management Process, Corporate Governance.

Unit II Strategy Formulation: External Environmental Analysis; Analyzing Companies Resource in Competitive Position- Concept of Stretch, Leverage and Fit; Strategic Analysis and Choice, Porter’s Five Forces Model, Concept of Value Chain, Grand Strategies; Porter’s Generic Strategies; Strategies for Competing in Global Markets.

Unit III Corporate-Level Strategies: Diversification Strategies: Creating Corporate Value and the Issue of Relatedness, Vertical Integration: Coordinating the Value Chain, The Growth of the Firm: Internal Development, Mergers & Acquisitions, and Strategic Alliances Restructuring Strategies.

Unit IV Strategy Implementation and Evaluation: Structural Considerations and Organizational Design; Leadership and Corporate Culture; Strategy Evaluation: Importance and Nature of Strategic Evaluation; Strategic and Operational Control, Need for Balanced Scorecard.

Reference Books

1. Thomas L. Wheelen, J. David Hunger (2016), Concept in Strategic Management and Business Policy, Pearson Education.

2. Arthur, A, Thomson and Strickland, A. J. (2002), Strategic Management – Concept and Cases. Tata McGraw Hill, New Delhi.

3. Kark Rajneesh (2008), Competing with the Best: Strategic Management of Indian Companies in a Globalizing Arena, Penguin Books, India.

4. AzharKazmi (2004), Business Policy and Strategic Management, Tata McGraw Hill, New Delhi. 5. Hitt Michael A., Ireland R.D. and Robert E Hoskisson, Strategic Management: Competitiveness &

Globalization, Concepts and Cases, Addison Wesley.

41


Post Graduate Diploma in Human Resource Management(PGDHRM) (Equivalent to MBA)

Syllabus For Functional Area: Elective Courses Human Resource

Management

42



Compensation and Benefits Management

Course Code: THR 01 Credits – 4 Objectives: The course is designed to promote understanding of issues related to the compensation or rewarding Human Resources in the Corporate Sector, public services and other forms of organizations and to impart skills in designing, analyzing and restructuring compensation packages related systems, policies and strategies. Course Contents Unit I Introduction to Compensation: Compensation Defined, Goals of Compensation System, Foundations of Compensation Management, Compensation Strategy Monetary & Non-Monetary Rewards, Intrinsic Rewards Cafeteria Style Compensation, Fringe Benefits and Supplementary Compensation, Compensation Structure- Indian Practices.

(10 Hours) Unit II Compensation for Employees: Wage Theories, Evolution of Modern Day Labor Force, Incentive Plans, ESOP’s, EVA Reward Management in TNC’s, Discrimination in Labor Market, Quality in Labor Market, Industry’s Compensation Policy (micro-level) Compensation for Chief Executives and Other Employees: Guidelines of Companies Act Relating to CEO Compensation, Different Components of Compensation Package.

Unit III “Job Evaluation” Job Description and Job Specification: Job Analysis & Its Process, Methods of Job Evaluation, Internal and External Equity in Reward Management, Role of Wage Board & Pay Commissions, Knowledge Based Compensation, Team Compensation, Competency Based Compensation

Unit IV Modern Techniques of Compensation: Incentive Schemes/ Payment –By-Results (PBR), Performance Linked Compensation, Tax Planning: Tax Implication of Employee Compensation Package to the Employer, Tax Efficient Compensation Package, VRS Approaches to deal with the Workforce Redundancy, International Compensation: Problems, Objectives, Elements of Expatriate’s Compensation Package. Case Studies

Reference Books

1. Henderson, R.I. (2009). Compensation Management in a Knowledge-based world 10/e. Pearson Education

2. Deb, T. (2009). Compensation Management: Text and Cases Excel Books 3. Singh, B.D. (2007). Compensation and Reward Management. Excel Books 4. Gerhart, B. & Rynes, S.L. (2008). Compensation, Evidence, and Strategic Implications. Sage

Publication 5. Berger & Berger. (2008). The Compensation Handbook: A State-of –the –Art Guide to

Compensation Strategy and Design. McGraw Hill. 6. Martocchio, J. (2004). Strategic Compensation: A Human Resource Perspective Approach.

Pearson Education.

43



Industrial Relations and Laws

Course Code: THR 02 Credits – 4 Objectives: The Management of employees, both individually and collectively, remains a central feature of organizational life. This course is an attempt to understand the conceptual and practical aspects of employee relations at the macro and micro levels. Course Contents Unit I Introduction to Industrial Relations: The Concept of Industrial Relations, Background to Industrial Relations, Evolution of Industrial Relations in India, The Dynamic Context of Industrial Relations: Globalization and the National Economy, Responses to Competitive Pressures, Changes in Employment Practices, The Actors in Employee Relations: Management, Unions and the State. Role of Trade Union in Industrial Relations, Changing Profiles of Major Stakeholders of Industrial Relations in India. Unit II Interactions & Outcomes in Industrial Relations: Employee Involvement & Participation: Concept, Objectives and Forms, Ethical Codes, Discipline & Grievance Management: Forms and Handling of Misconduct. Collective Bargaining: Importance, Forms, Process of Negotiation and Recent Trends in Collective Bargaining, Positive Employee Relations. Unit III Legal Framework of Industrial Relations: Settlement Machinery for Industrial Disputes: Conciliation, Arbitration & Adjudication, Legislation: The Trade Unions Act 1926, The Industrial Dispute Act 1947, The Factory’s Act 1948, The Contract Labor Act 1970, The Payment of Bonus Act, 1965, The Industrial Employment (Standing Orders) Act 1972, The Minimum Wages Act 1948, The Payment of Wages Act 1936, The Workmen’s Compensation Act 1923, The ESI Act 1948, The Employees’ Provident Fund and Miscellaneous Provisions Act 1952 and The Maternity Benefits Act 1961, Unit IV Industrial Relations & the Emerging Scenario: Industrial Relations & Technological Change, Adjustment Processes and Voluntary Retirement Schemes, Main Recommendations of the Second National Labour Commission, International Labor Organization (ILO): Objectives, Structure and Procedure for Admission as a Member. Managing Without Unions, International Dimensions of Industrial Relations, The Future Direction of Industrial Relations.

Reference Books

1. Sinha, P.R.N. et al (2009). Industrial Relations, Trade Unions, and Labour Legislation. Pearson Eduction.

2. Blyton, P. & Turnbull, P. (2004). The Dynamics of Employee Relations. Palgrave Macmillan. 3. Ackers, P. & Wilkinson, A. (2003). Understanding Work & Employment: Industrial Relations in

Transition.Oxford: Oxford University Press. 4. Padhi, P.K. (2010). Labor and Industrial Laws. Prentice Hall of India. 5. Singh, B.D. (2009). Industrial Relations: Emerging Paradigms. Excel Books. 6. Sen, R. (2009). Industrial Relations: Text and Cases. Macmillan India

44



Performance Management System

Course Code: THR 03 Credits – 4 Objectives: The objective of the course is to apprise the students about the importance of Performance Management in organizations and impart an understanding of the process of managing performance to achieve the organization’s current and future objectives. Course Contents Unit I Foundations of Performance Management: Concept and Philosophy underlying Performance Management, Significance, Objectives, Pre-Requisites, and Characteristics of Effective Performance Management; Performance Management versus Performance Appraisal; Performance Management and Strategic Planning, Performance Management Process-Conceptual Model, Overview of Strategies for Performance Management Unit II Planning and Implementation of Performance Management- Overview of Performance Planning, Defining Performance and Selecting a Measurement Approach, Developing Job Descriptions, Defining Performance Standards, Key Result Areas, Competencies and Skills, Characteristics of Effective Performance Metrics Unit III Performance Appraisal and Monitoring: Characteristics of effective Appraisals; Methods of Performance Appraisal; Designing Appraisal Forms; Implementing Performance Appraisal Process, Performance Review Discussions; Improving Quality of Performance Ratings; 360 Degree Appraisal; e- Appraisal; Performance Monitoring; Performance Management Documentation; Annual Stock Taking, Performance Management Audit, Unit IV Other Performance Management and Development Issues: Coaching, Counseling and Mentoring; Potential Appraisal, Competency Mapping; Performance Related Pay; Implementing Performance Management System- Strategies and Challenges; Role of HR Professionals in Performance Management; Ethical and Legal Issues, Appraisal and Management Practices in Indian Organizations. Reference Books

1. Agunis, H. (2008), Performance Management, Second Edition. Pearson Education, New Delhi 2. Kohli, A.S. & Deb, T. (2009). Performance Management. Oxford University Press, New Delhi 3. Bagchi., S.N. (2010). Performance Management, Cengage Learning, New Delhi. 4. Smither, J.W. (2009). Performance Management: Putting Research into Practice. Wiley 5. Rao, T.V. (2008). Performance Management and Appraisal Systems: HR Tools for Global

Competitiveness. 6. Response Books: A division of Sage Publications 7. Kandula, S.R.(2007). Performance Management. PHI of India, New Delhi

45



Team Dynamics at Work

Course Code: THR 04 Credits – 4 Unit I Nature and significance of leadership, developments of effective leadership behavior Unit II Leadership Styles: Autocratic, democratic, benevolent, parent, task nurturent leadership, Theories of leadership: Training, goal, attribution, life cycle theory, path goal theory. Unit III Models of leadership: Victor, Vroom, Fiedler, Yelton, Developing leadership Skills: Leading a meeting, group discussions, listening, initiating personal change, sensitivity training, Johari Window, TR-group theory, Laboratory method. Unit IV Group Dynamics: Interpersonal and intra-personal processes of behaviour, emotional expressions, Transactional Analysis, Team Building – Makings of effective interpersonal relationship, Effective organization – Survey of climate and motivation levels. Reference Books

1. Guest R, Hersey P & Blanchand K: Organizational change this Effective Leadership, Prentice Hall, New Jersey, 1977.

2. Yukl GA: Leadership in Organization, Prentice-Hall, New Jersey, 1981. 3. E;ezmol A : The Dynamics of Inter-personnel Behaviour, John Wiley & Sons., Inc., New York,

1969. 4. Adair John : Effective Leadership, Rupa & co. Davar, Rustom S : Creative Leadership, UBS

Publishers‟ Distributors Ltd

46



Strategic HRM

Course Code: THR 05 Credit-3 Objectives: The objective of this course is to appreciate how human resource is emerging as a key resource for competitive advantage and understanding the role of HRM in organizational performance and International Context. Unit I Introduction to SHRM: Definition, need and importance, evolution of SHRM, HRs New Role Orientation, SHRM for Competitive Advantage, HR strategy and HR Planning, Behavioral Issues in Strategy Implementation, Matching Culture with Strategy, Human Side of Mergers and Acquisitions Unit II HR Strategies: Recruitment and Retention, Training and Development, Performance Management, Reward and Compensation, retrenchment, Non-Traditional Approaches: Investment in Disabled Employees, Employee Engagement, Knowledge Management, Talent Management, The Role of Strategic HR Leader, Managing Workforce Diversity. Unit III International Human Resource Management- Introduction to IHRM, Cultural foundations of IHRM- Understanding Culture, Major Models of National Culture, Cultural Convergence and Divergence, Cross Cultural Theories, Importance of Cultural Sensitivity, Potential Cross- Cultural Problems, IHRM trends and Future Challenges Unit IV Global Human Resource Management Process- Global Human Resource Planning, International Staffing, Compensation and Benefits, Global Workforce Training and Development, Performance Management in International Organization, International Reward systems, Integrating two cultures, Models of people management in different cultures, Expatriation and Repatriation, Organizational Ethics in International Context. References Books

1. Armstrong, M. (2009). Strategic Human Resource Management. Kogan Page. 2. Mello, J. (2008). Strategic Human Resource Management. Thompson Learning. 3. Dowling, P.J. & Welch, D.E. (2010). International Human Resource Management: Managing

People in a Multinational Context. Cengage Learning 4. Vance, C.M. & Paik Y. (2009). Managing a Global Workforce: Challenges and Opportunities in

International Human Resource Management. PHI 5. Greer, C. (2008). Strategic Human Resource Management. Pearson Education. 6. Kandula S. R. (2009). Strategic Human Resource Development. Prentice Hall India. 7. Edwards, T. & Rees, C. (2007). International Human Resource Management. Pearson 8. Rao, P.L. (2008). International Human Resource Management. Excel Books

47



Cross Cultural Management

Course Code: THR 06 Credit-3 Objective: The objective of the course is to provide conceptual clarity and diagnostic tools to identify and understand how social and cultural factors influence behaviour of people, organizational systems, management styles and human resource practices in transnational organizations. Course Contents Unit I Defining and understanding culture, nationality and stereotypes; Social and Cultural concepts and their influence in international business organizations; Unit II Theoretical Approaches to cross-cultural analysis- George Murdock to Fons Trompenaars; Cross-Cultural Research and Hofstede’s Hermes Study; Unit III Ethics and Morality in International Business; Human Resource Management in Cross Cultural Context: Managing Expatriates; Entry and re-entry challenges and culture shock; Training of expatriates; Unit IV Performance Evaluation; Expatriate compensation; Regulatory and legal framework for expatriates; Managing Expatriate Diversity; Communication and Negotiation in cross-cultural context; Regional and country cluster analysis References Books

1. Adler, N. J., & Gundersen, A. (2008). International Dimensions of Organisational Behaviour (5th ed.). USA: Thomson Learning.

2. Browaeys, M. J., & Price, R. (2008). Understanding cross-cultural management. New Delhi: Prentice Hall. Faculty of Management Studies, University of Delhi 83

3. Dowling, P. J., Festing, M., & Engle, Sr. A. D. (2008). International human resource management (5th ed.) London: Thompson Learning.

4. Gannon, M. J., & Newman, K. L. (2002). The blackwell handbook of cross cultural management. UK: Blackwell Pub.

5. Hofstede, G. (2001). Cultures consequences: comparing values, behaviour, institutions and organisations across nations (2nd ed.). New Delhi: Sage.

6. Mendenhall, M. E., Punnett, B. J., & Ricks, D .A. (1995). Global management. UK: Blackwell. 7. Schuler, R. S., Briscoe, D. R., & Claus, L. (2008). International human resource management (3rd

ed.). New York: Routledge 8. Thomas, D. C. (2008). Cross cultural management: Essential concepts (2nd ed.). New Delhi:

Sage.

48



Employee Relations

Course Code: THR 07 Credit-3 Objective: This course would enable the students to understand Employee Relations against the backdrop of globalisation and liberalisation. Unit I Introduction to Employee Relations Management (ERM): Introduction, Overview of Employee Relations Management, Importance of Employee Relations Management, Employee Relations Management Tool, Core Issues of Employee Relations Management Unit II Strategic Employee Relations Management: Introduction, Different Strategy Levels in an Organisation, Strategy and Employment Policies, Future Challenges, Performance Management Services, Quality, Involvement and Commitment as Competitive Advantages, the Psychological Contract: Interest and Expectations, HR Infrastructure, Employee Surveys Unit III Organizational Aspects in Employee Relations Management: Introduction, Organisational Commitment and Engagement, How Organisations Work, Organisational Culture, Conflicts in Organisations Unit IV Behavioural Aspects in Employee Relations Management: Introduction, Motivation, Leadership, Communication, Decision Making, Power and Authority References

1. Venkataratnam, C. S. Industrial Relations: Text and Cases. Delhi. Oxford University Press. 2. Michael Salamon, Industrial Relations––Theory & Practice. London. Prentice Hall. 3. Bray, M, Deery.S, Walsh.J, and Waring P, Industrial Relations: A Contemporary Approach, Tata

Mc Graw Hill. 4. Dwivedi, R.S., Managing Human Resources: Industrial Relations in Indian Enterprises, New

Delhi, Galgotia Publishing Company. 5. Edwards, P. Industrial Relations: Theory and Practice in Britain. U.K. Blackwell Publishing

Singh, P., & Kumar, N. Employee Relations Management. New Delhi: Pearson Education India

49



Human Resource Metrics and Analytics

Course Code: THR 08 Credit-3 Objectives: The objective of this course is enable the students to understand the concept of Human Resource Information Systems and also to familiarize the applications of HRIS in Organisations Unit - I Data & Information needs for HR Manager - Sources of Data - Role of IT in HRM - IT for HR Managers - Concept, Structure, & Mechanisms of HRIS - Programming Dimensions & HR Manager - Survey of Software Packages for Human Resource Information System including ERP Software such as SAP, Oracles Financials and Ramco’s Marshal [only data input, output & screens] - EHRM - Objectives - Advantages & Disadvantages. Unit - II Data Management for HRIS - Data Formats - Entry Procedure & Process - Data Storage & Retrieval - Transaction Processing - Office Automation - Information Processing & Control Functions - Design of HRIS - Relevance of Decision Making Concepts for Information System Design - HRM Needs Analysis – Concept & Mechanisms - Standard Software and Customized Software - HRIS : An Investment. Unit - III HR Management Process & HRIS - Modules on HR Planning, Recruitment, Selection, Placement - Module on Performance Appraisal System - Training & Development Module - Module on Pay & other Related Dimensions - Information System’s support for Planning & Control. Data Capturing for Monitoring & Review - Behavioral Patterns of HR - Other Managers and their Place in Information Processing for Decision Making. Unit – IV Security, Size & Style of Organizations & HRIS - Security of Data and Operations of HRIS Modules - Common Problems during IT Adoption Efforts and Processes to Overcome - Orientation & Training Modules for HR & other Functionaries – Detailed Analytical Framework - Opportunities for combination of HRM & ITES Personnel - HRIS & Employee Legislation - An Integrated View of HRIS. Reference Books

1. Michael Armstrong, A Handbook Of Human Resource Management Practice, Kogan Page 2. Gueutal & Stone,The Brave New World Of Her, Jossey-Bass 3. Monk & Wagner, Concepts In Enterprise Resource Planning, Thomson

50



Non Functional Area Elective Courses (NFA)

Group 1: Family Business

Management (Micro & Small)

51



Design and Change in Organizations Course Code: FB 01 Credits – 3 This course covers the process of designing a small organization. It also deals with the impact of design of an organization on the culture of the organization. It also covers aspects of change management within a small business organization. Course content Unit I Fundamentals of Management: Management and Organization, Definition of Management, A Process of Coordinating or Organizes Work Activities So That They Will Complete Efficiently and Effectively With and Through People. Unit II Organizational Design: Organizational design is a step-by-step methodology which identifies dysfunctional aspects of work flow, procedures, structures and systems. Methodology: Charter the design process, Assess the current state of the business, Design the new organization, Implement the design Unit III Organizational Culture: Organizational culture includes an organization's expectations, experiences, philosophy, and values that hold it together, and is expressed in its self-image, inner workings, interactions with the outside world, and future expectations. It is based on shared attitudes, beliefs, customs, and written and unwritten rules. Unit IV Change Management: Individual Change Management; Organizational/Initiative Change Management; Enterprise Change Management Capability Reference Books

1. Organizational Development by Wendell L. French and Cecil H. Bell. Prentice Hall of India Private Limited, New Delhi.

2. Management of Change and Organizational Development by S. K. Bhatia. Deep and Deep Publications Pvt. Ltd., New Delhi.

52



Planning, Structuring, and Financing Small Business Course Code: FB 02 Credits – 3 This course deals with designing a business model, financing the business idea, and its execution Course content Unit I Planning for small businesses: If you’re ready to tackle the strategic planning process, consider these eight tips to make your planning more successful: Eliminate distractions, Involve your team members, Know who you are, Understand your current situation, Set both long- and short-term goals, Create a plan to achieve your goals, Focus on execution, Keep your plan flexible. Unit II Structuring the business: Sole proprietorship, partnership, corporation, and corporation. Legal and tax considerations. Model for Small Business: Manufacturer, Distributor, Retailer, Franchise. Unit III Business strategy for small business: Generic Strategies, The Cost Leadership Strategy, The Differentiation Strategy, The Focus Strategy, Choosing the Right Generic Strategy. Sources of finances for small business: Personal investment, Love money, Venture capital, Angels, Business incubators, Government grants and subsidies, Bank loans Unit IV Financial planning for small business: Comprehensive financial planning for an individual or couple, tax planning, risk management, investment planning, retirement planning and gift and estate planning. Business ownership. References Books

1. Katz, Jerome and Richard, Green (2015). Entrepreneurial Small Business, 2/e; New Delhi: McGraw Hill Education

2. Leach J. Chris, Melicher W. Ronald (2016). Entrepreneurial Finance, 5/e; New Delhi: Cengage Learning

3. Scarborough, M. Norman, Cornwall, R. Jeffrey (2016). Essentials of Entrepreneurship and Small Business Management, 8/e; New Delhi: Pearson Education

4. Charantimath M. Poornima (2014) Entrepreneurship Development and Small Business Enterprises, 2/e; New Delhi: Pearson Education

5. Steven, Rogers and Roza, Makonnen (2014). Entrepreneurial Finance - Finance and Business Strategies for the Serious Entrepreneur, 3/e; New Delhi: McGraw Hill Education

53



Business Plan Preparation for Small Business Course Code: FB 03 Credits – 3 Objectives: This is a practice course, where the students would be learning about the business model preparation and business plan preparation, with a specific focus on small business Course content Unit I Process of business model preparation: Importance of business models, innovative products, stakeholder relationships and revenue models, redefine an industry and reap the benefits of mastering. Unit II Process of business plan preparation: Research, Determine the purpose of your plan, Create a company profile, Document all aspects of your business, Have a strategic marketing plan in place, Make it adaptable based on your audience, Explain why you care. Unit III Integrating business plan: Sense, Shape, Collaborate, Integrate & Orchestrate. Unit IV Business model: Definition, Preferred tool: The Business Model Canvas, Validating business model, Testing business model assumptions, Evaluating and updating documentation. References Books

1. Bruce R. Barringer; Preparing effective business plans : an entrepreneurial approach. 2nd ed. Boston : Pearson, [2015]

2. Mike Mckeever; How to write a business plan. 13th ed. Berkeley, CA : Nolo Press, [2016].

54



Marketing for Small Business Course Code: FB 04 Credits – 3 Objective: The objective of this course is to create understanding of the concept and process of entrepreneurship and Management of small business and other types of small scale enterprises Unit I Framework for Small Business Management: Concept, definition, and framework of Small Business, Project Identification and Selection, Project Formulation, and Project Appraisal, Financing of Enterprise, Unit II Social benefits and governmental policies for small scale sector; benefits and incentives for small industry in India; registration and licensing; application for registration and organisational structure of a small business. Unit III Institutional Support for Small Business and Management of SSE Need, types and sources of finance; role of financial institutions and schemes, Government Policy towards small business. Fundamentals of Management, Working Capital Management, Inventory Management, Production and Operations Management, Marketing Management, HRM, and TQM for Small Scale Enterprises Unit IV Special Issues and Problems Teething problems; location, technology, marketing, recoveries, labour, and planning, international business ecommerce, franchising etc; problem of sickness; modernisation. Reference Books

1. Baumback C.M. & Mancuso, J.R., Entrepreneurship and Venture Management, Taraporevala, Bombay, 1981.

2. Khanka S.S., Entrwepreneurial Development, S. Chand & Company, New Delhi, 2001. 3. Desai, V., Management of a Small Scale Industry, 3rd ed., Himalaya, Bombay, 1986. 4. Taub, R.P. & Taub D.L., Entrepreneurship in India’s Small Scale Industries, Manohar, New Delhi,

1989. 5. Tewari, V.K., Philip J. & Pandey, A.N., Small Industry Success and Failure Concept, New Delhi, 1981

55



Non Functional Area Elective Courses

(NFA) Group 2:

Entrepreneurship

56


Entrepreneurship

Innovation Technology Management Course Code: EN 01 Credits – 3 Objectives: This course is designed to help students to understand the importance of managing technology, innovation and change at the firm’s level and also at the national level. Course Contents Unit I Technology Management: Understanding Technology and its Relationship with Wealth of Nations and Firms Specific Knowledge; Technology Life Cycles, Technology Acquisition and Absorption; Technology Exports/Joint venture Abroad, Technological Intelligence and Forecasting, Global Trends in Technology Management. Unit II Change Management: Understanding the Nature, Importance, Forces, Types of Change; Diagnosing Organizational Capability to Change-strategy, Structure, Systems and People; Building Culture and Climate for Change: Role of Leadership; Managing Transformations. Unit III Innovations Management: Invention vs. Innovation; Innovation Strategies and Models; Concurrent Engineering; Process Innovation, Product Innovation, Innovation Management. Unit IV Creative and Lateral Thinking Management: Thinking, Creative Thinking, Problem Solving, Managing Lateral Thinking. References Books

1. Hossein Bidgoli (2010). The Handbook of Technology Management (3 Volume Set), Wiley. 2. Larisa V. Shavinina(2003), The International Handbook of Innovation, First Edition, Elsevier

Science, Permagon. 3. Tushman, Michael L and Philip Anderson (2004). Managing Strategic Innovation and Change,

2nd Edition, Oxford University Press. 4. Adair, John (2007). Leadership for Innovation, Kogan Page India Private Limited. 5. Narayanan, V K. (2001). Managing Technology and Innovation for Competitive Advantage.

Pearson Education. 6. Frederick Bet, (2003), Managing Technological Innovation, Competitive Advantage from

change, Second Edition, John Wiley & Sons, Inc. , USA.

57


Entrepreneurship

Social Entrepreneurship Course Code: EN 02 Credits – 3 Objective: The objective of this course is to introduce students to the context of social innovation and social entrepreneurship and provide an understanding of many of the opportunities, challenges and issues facing social entrepreneurs. Course Contents Unit I Introduction to Social Entrepreneurship; Characteristics and Role of Social Entrepreneurs; Social Entrepreneurship and the Social Entrepreneurial process, The Social Entrepreneurial Perspective. Unit II Stimulating Creativity; Creative Teams; Sources of Innovation in Business; Managing Organizations for Innovation and Positive Creativity; Corporate Entrepreneurship. Innovation and Entrepreneurship in a Social Context; Start-Up and Early Stage Venture Issues in creating and Sustaining a Nonprofits Organization; Financing and Risks; Unit III Business Plan for a Social Venture; Competition, Measuring and Managing Performance; Unit IV Business Strategies and Scaling up, Profit Social Venture Models; Scope of Social Entrepreneurship. Reference Books

1. Entrepreneurship in the Social Sector, Sage Pub.2007. 2. Bornstein, D. (2004). How to change the world: Social entrepreneurs and the power of new

ideas. Oxford University Press. 3. Dees, G., Emerson, J., & Economy, P. (2001). Enterprising nonprofits. Wiley. 4. LaPiana, D. (2005). Play to win: The Non-profit guide to competitive strategy. Jossey-Bass. 5. Mullins, J. W., & Komisar, R. (2009). Getting to plan B breaking through to a better business

model. Boston: Boston: Harvard Business Press. 6. Mullins, J. W. (2006). The new business road test: What entrepreneurs and executives should do

before writing a business plan ( 2nd ed.). Harlow: Prentice Hall Financial Times. 7. Nicholls, A. (Ed.). (2006). Social entrepreneurship new models of sustainable social change.

Oxford University Press. 8. Prahalad, C. K. (2006). Fortune at the bottom of the pyramid, eradicating poverty through

profits. Wharton school Publishing. 9. Roy, R. (2008). Entrepreneurship. Oxford University Press. 10. Burns, P. (2001). Entrepreneurship and small business. New York: Palgrave. 11. Chesbrough, H. (2005). Open innovation. Boston: Harvard Business School Press.

58


Entrepreneurship

Venture Valuation and Accounting Course Code: EN 03 Credits – 3 Unit I Nature of Accounting Information: Scope and Nature of Accounting, Accounting concepts, Principles & Standards, Accounting Cycle, Journalisation, Subsidiary Books; Ledger Posting, Preparation of Trial Balance, Rectification of Error. Classification of Capital and Revenue. Fixed Assets and Depreciation Accounting. Preparation of Final Accounts, Manufacturing Account; Trading Account, Profit and Loss Account; Balance Sheet (with adjustments), Contents of Corporate Annual Reports with Annexures Unit II Working Capital Management: Working capital policies, Risk – Return trade off, Cash management, Receivables management, Inventory management, Credit management, Working capital financing Corporate Valuation: Adjusted Book Value Approach, Discounted Cash Flow Approach, Forecasting and Valuation of free cash flows, Economic Value Added Unit II Mutual Funds and Pension Funds, Insurance Services, Banc assurance, Reinsurances, Venture Capital –Private Equity –strategic secrets of private equity, Investment strategies, Hedge funds, E banking, Securitization – Indian Banking and the Financial crisis, Asset Reconstruction Companies, Depositaries, Credit Cards. Micro/ Macro finance, Financial Inclusion, Behavioural Finance. Leasing and Hire purchase, Factoring and Forfaiting, IFRS –Issues and Challenges Unit IV Strategic Financing Decisions: Capital Structure, Theories and Value of the firm -Net income approach, Net operating income approach, Traditional approach, Modigliani Miller model, HAMADA model; Determining the optimal capital structure, Checklist for capital structure decisions, Costs of bankruptcy and Financial distress, Trade off models, Pecking Order Theory Reference Books

1. M.Y.Khan and P.K.Jain (2010) Management Accounting, Edition 5. Tata Mc Graw Hill. 2. Bhalla, V. K. (2009). Management of financial services. New Delhi: Anmol Publications. 3. Harrington, S. E. (2004). Risk management and insurance: Instructor manual (2nd ed.). New

York:McGraw-Hill Publishing Company. 4. Madura, J. (2009). Financial markets and institutions (9th ed.). USA: South Western College. 5. McDonald, S. S., & Koch, T. W. (2009). Management of banking (7th ed.). USA: Cengage Learning. 6. Mishkin, F. S., & Eakins, F. S. (2009). Financial markets and institutions. (6th ed.). New Delhi:

Pearson Education. 7. Rose, P. S. (2008). Bank management and financial services (8th ed.). USA: McGraw-Hill Higher

Education. 8. Saunders, A., & Cornett, M. M. (2007). Financial institutions management: A risk management

approach (6th ed.). New Delhi: McGraw-Hill.

59


Entrepreneurship

Entrepreneurial Marketing Course Code: EN 04 Credits – 3 Objectives: The course is designed primarily for those who at some point of their career want to start their own ventures, or run their own family businesses. But it is equally useful to those who plan to work in or with new ventures either as venture capitalists, consultants to new firms or in new business development units of larger corporate. Unit I The Early Career Dilemmas of an Entrepreneur: The Entrepreneur’s Role, Task and Personality, A Typology of Entrepreneurs: Defining Survival and Success, Entrepreneurship as a Style of Management, The Entrepreneurial Venture and the Entrepreneurial Organisation Unit II Choosing a Direction: Opportunity recognition and entry strategies: New product, Franchising, Partial Momentum, Sponsorship and Acquisition, The Strategic Window of Opportunity: Scanning, Positioning and Analysing, Intellectual Property: Creation and Protection Unit III Opening the Window: Gaining Commitment , Gathering the Resources you don’t have , The Business Plan as an Entrepreneurial Tool , Financial Projections: how to do them the right way , Debt, Venture Capital and other forms of Financing , Sources of External Support , Developing Entrepreneurial Marketing: Competencies, Networks and Frameworks Unit IV Closing the Window: Sustaining Competitiveness, Maintaining Competitive Advantage, The Changing Role of the Entrepreneur: Mid-Career Dilemmas, Harvesting Strategies versus Go for Growth Reference Books

1. Dynamics of Entrepreneurial Development Management Vasant Desai, Himalaya Publishing House. M.lall, Entrepreneurship, Excel books

2. Hisrich, robert d., peters, michael p., and shephered, dean a: entrepreneurship, Mcgraw-hill; sixth edition, 2007

3. Mathew J Manimala :- Entrepreneurship at the Crossroads - Biztantra 4. Mohanty – Fundamentals of Entrepreneurship, Prentice Hall of India 5. Zimmerer & Scarborough – Essentials of Entrepreneurship & Small Business Management,

Prentice Hall of India

60



Non Functional Area

Elective Courses (NFA) Group 3:

International Business

61



International Marketing Management Course Code: IB 01 Credits – 3 Objectives: The course aims at acquainting students with the concepts and procedures for international marketing and trains them to develop and implement plans and strategies for entering international markets and managing overseas operations. Course Contents

Unit I International Marketing: Meaning, Scope and Importance; International Marketing Orientation: E.P.R.G. Approach: An overview of the International Marketing Management Process; International Marketing Environment. International Market Segmentation and Positioning; Screening and Selection of Markets; International Market Entry Strategies: Exporting, licensing, Contract Manufacturing, Joint Venture M & A, Setting-up of Wholly Owned Subsidiaries Aboard, Strategic Alliances. Unit II International Product and Pricing Strategies: Product Designing: Product Standardization Vs. Adaptation; Managing Product Line, International Trade Product Life Cycle, New Product Development; Pricing for International Markets: Factors Affecting International Price Determination; Price Quotations and Terms of Sale. Unit III Managing International Distribution and Promotion: Distribution Channel Strategy – International Distribution Channels, their Roles and Functions; Selection and Management of Overseas Intermediaries; International Distribution Logistics; Building brands in International markets; International Promotion Mix Advertising and other Modes of Communication, Standardization Vs Adaptation, Global Advertising Regulations, Media and Message Considerations ; Planning for Trade Fairs and Exhibitions Unit IV Emerging Trends in International Marketing: Regionalism v/s Multilaterism; Trade Blocks; Important Grouping in the World; Legal Dimensions in International Marketing (Role of IMF and WTO); Marketing Research for Identifying Opportunities in International Markets. Use of Online Channels for International Marketing Operations.

References Books 1. Cateora, Philip R. and Graham John L. (2008). International Marketing. 11th Edition, Tata

McGraw- Hill, New Delhi. 2. Czinkota, Michael R., and Ronkainen, Ilkka A. (2007). International Marketing, 8th Edition,

Cengage Learning, New Delhi. 3. Hollensen, S. (2010), Global Marketing, 4th Edition, Pearson Education. 4. Onkvisit, Sak and Shaw Johan J. (2009) International Marketing- Strategy and Theory, Fifth

Edition, Taylor and Francis. 5. Keegan, Warren J. (2009). Global Marketing, 4th Edition, Pearson Education, New Delhi.. 6. Joshi, R M (2005) , International Marketing, Oxford University Press

62



International Trade Laws Course Code: IB 02 Credits – 3 International Contracts of Sale of Goods Transactions-International Trade Insurance–Patents-Trademarks-Copyright and Neighbouring Rights-Plant Variety Protection, Traditional Knowledge, Bio-Diversity, Geographical Indications Objective: To develop capabilities to understand the International Business Laws, dispute settlement and issues related to intellectual property regime. Unit I Historical background of International Trade, Direction and Composition of International Trade. Terms of Trade, Trade as an engine of growth. Concept of Law – Types of law, Domestic and International and their jurisdiction. Regional Trade Agreements: Concept, origin, types. European Union, NAFTA, ASEAN, MERCOSUR – their structure, decision making, funding, implications on world trade. Unit II Law of WTO: Introduction, Objectives, Functions, Structure, Principles, Agreements – implications for International business, Progress made by WTO in the last one decade. Tariff and Non-tariff barriers -implications for WTO members. Unit III International Business Law: International Sale of Goods, Laws governing International Sale of goods-Domestic laws, International Treaties, International Mercantile Customs and Usages – Inco terms, Rules on International Sale of Goods, International Commercial Dispute Settlement – Reconciliation, Arbitration etc. Unit IV Intellectual Property: Historical Background, IPR Administration – WIPO, WTO, Indian Patent Office, Patents, Copyrights, Trademarks, Geographical Indications, Industrial Designs, Layout Designs, Trade secrets. Relevant case studies related to the topics should be discussed Reference Books

1. Palle Krishna Rao, ‘WTO text and cases’ Excel Books 2. Vinod V Sople, ‘Managing Intellectual Property’ PHI Learning Private Limited

63



International Labour Organization and International Labour Laws Course Code: IB 03 Credits – 3 Objective: The objective of this course is to development scientific knowledge, academic skills and practical capacities to interpret and apply International Labor Law standards, to master the methods, proceedings and processes of their implementation, to master the scientific methods in studying relevant sources of international universal, regional and bilateral Labor Law. Unit I International universal Labor Law; origin, development and organization of international Labor Law. International Labor organization (ILO) – establishment, activities and objectives; characteristics of ILO – universality, durability, tripartism; membership and organs of ILO; sources; conventions and recommendations of ILO – adoption procedure, revision, ratification/adoption, legal nature; other legal acts of ILO; application and supervision over the application of conventions and recommendations on the national level. Unit II Relationship and conflict between international and domestic acts; prevention and solutions to the conflicts; supervision system over the implementation of conventions and recommendations – general supervision via periodical reports, general supervision via appeals procedures Unit III Concepts and definitions of International Labor Law; sources and implementation of International Labor Law Labor Law. International non communitarian Labor Law – sources of Law; Protection of rights in International non communitarian Labor Law – International Court of Justice; Sources of International non-communitarian Labor Law – International Convention on Protection of Human Rights and Fundamental Freedoms; International Social Charter. Unit IV Sources of communitarian Labor Law; Principles and developmental phases of International Labor Law; International Individual Labor Law; International collective Labor Law (social dialogue, collective negotiation, International Council of the employees – participation); Elements of International rights of social insurance – the rule of coordination; International model of pension and invalidity insurance and protection of un/employment. Reference Books

1. I. L. O. International labour Codes Vol. I & II 2. S. N. Dhyani : I. L. O. and India : In pursuit of Social Justice. 3. G. A. Johnston : The I. L. O. 4. 5 Vaidyanathan : International Labour Standards. 5. Singh B.D. - Industrial Relations (Excel, 1st Ed.) 6. .Sinha - Industrial Relations, Trade Unions and Labour Legislation (Pearson Education, 1st Ed.)

64



International Business Negotiation Course Code: IB 04 Credits – 3

Objective: The objective of this course is to introduce the students to the principles of business negotiation, to the existing social, cultural differences in the International Environment and their influence on the strategy and tactics in the business negotiation with foreign partners in different reasons. The student will be able to understand the main rules and approaches to the process of business negotiation.

Course Contents Unit I Culture, its Definition and Characteristics. Culture's Consequences on Different Aspects of Business; Personality of a Successful Negotiator. Process of Negotiation: Main Attributes and Stages; Preparation for and Planning of Business Negotiation. The Organizational and Factual Side of the Negotiation Process, and Specifics of the International Environment. Unit II Rules of Effective Persuasion Problems of Concessions: Guidelines on Making Concessions, and Ways to Break Deadlocks; Position of Strength and its Main Factors. Analysis of Strong and Weak Spots and Commonly used Procedures and Tactics; Time Aspects of Business Negotiation, The Problem of Terms and Dates, Their Use and Fulfillment. How to Negotiate by Telephone. Main Advice and Techniques, Cross-Cultural Differences. Unit III Negotiating Strategies: Competitive and Cooperative Strategies, Negotiation Tactics. Comparison of Different Negotiation Styles. Unit IV Negotiating in North America; Negotiating in Latin America; Negotiating in Asia and the Pacific Rim.; Negotiating in the Near and Middle East; Negotiating in Africa; Negotiating in Europe. References Books

1. Richard Hodgetts, Fred Luthans, Jonathan Doh (2008). International Management: Culture, Strategy and Behaviour, Pearson Education.

2. Pervez N. Gauri and Jean Claude Usunier, (2008) International Business Negotiations, Elsevier ltd.

3. Roger Fisher, William Ury, and Bruce Patton (1991). Getting to Yes: Negotiating Agreement without giving, Penguin.

4. Roger Fisher and Danny Ertel, (1995) Getting Ready to Negotiate: The Getting to Yes Workbook, 5. Penguin, Robert T. Moran and William G. Stripp, (2004) Successful International Business

Negotiations 6. Leigh L. (2003) Negotiation Theory and Research. Thompson

65



Non Functional Area Elective Courses

(NFA) Group 4:

Retail Management

66


Retail Management

Logistic and Supply Chain Aspects in Retail Course Code: RM 01 Credits – 3 Objective: The course deals with the peculiarities and diversity of needs of Logistics for Retailing and the significance role of various logistics operations in Retailing and as a competitive edge for retailing operations. Unit I Concept and Scope: Concepts of Logistics and supply chain- Importance of Logistics in these days global Sourcing, Production and consumption Dimension of Logistics: Macro and Micro aspects- Supply chain contours: Backward and forward linkages- Supply chain efficiency- Logistics as a competitive edge driver- Peculiarities and diversity of needs of Logistics for Retailing Unit II Logistics and Procurement: Logistics as a Support function of Procurement and Vendor Facilitation - Logistics as interface function of Demand Forecasting, Global procurement, Tracking inward shipments and Storage Planning- Logistics as an enabler of Just-in-Time (JIT), Kanban (A scheduling system for lean inventory), Vendor Managed Inventory (VMI) for Vendors and the firm Unit III Logistics and Marketing: Logistics as a Support function of Order Fulfillment, Assembling &Labeling from Multi-storage points and Delivery- Logistics as an interface of Market forecasting, Stock level management, invoice or sales documentation, picking products, consolidation, transport-packaging, packing, marking, preparing outbound documentation and shipping out by loading into containers- customer facilitation tracking out-bound shipments. Unit IV EXIM Logistics: Importance of Global Logistics- Export Logistics: Special Aspects of EX-IM logistics- Picking, Packing, Vessel Booking [Less-than Container Load(LCL) / Full Container Load (FCL)], Customs, Documentation, Shipment, Delivery to distribution centers, distributors and lastly the retail outlets- Import Logistics: Documents Collection- Valuing Bonded Warehousing- Customs Formalities- Clearing- Distribution to Units Security & Insurance- Multimodal Transport- UN International convention on MT of Goods- Terminal Networks: Types and Roles. Reference Books

1. Sahay B.S, Supply Chain Management for Global Competitiveness, Macmillan India Ltd., New Delhi.

2. Reguram G, Rangaraj N, Logistics and Supply Chain Management Cases and Concepts, Macmillan India Ltd., New Delhi..

2. Coyle, Bradi&Longby, The Management of Business Logistics, West Publishing Co. Martin Christopher, Logistics and Supply Chain Management

3. Dawson, Larke and Mukoyama, Strategic Issues in International Retailing, Routledge, 2007 4. Paul R. MurphyJr. and Donald Wood, Contemporary Logistics, Harvard Business Review,

Managing Supply Chains 5. Alan E. Branch, Global Supply Chain Management and International Logistics 6. Simchi-Levi, Kaminsky & Simchi-Levi, Managing the Supply Chain: The Definitive Guide. 7. Ray, Supply Chain Management For Retailing, TMH, 2010. 8. James B. Ayers, Retail Supply Chain Management, Auerbach Publications, 2007

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Retail Management

Retail Brand Management Course Code: RM 02 Credits – 3 Objective: To make the student aware about the brand power in retail marketing and to understand the strategies required to enhance the power of brand. Unit I Perspectives on Retailing World of Retailing, Retail management, introduction, meaning, characteristics, emergence of organizations of retailing-Types of Retailers -Multichannel Retailing -Customer Buying Behavior Unit II Retailing strategy and planning Retail Market Strategy -Financial Strategy -Site & Locations –Human Resource Management, Information Systems and supply chain management & Logistics Unit III Branding perspectives What is brand- Branding challenges and opportunities, the brand equity concept, strategic brand management process, Branding Strategies Identifying and establishing brand positioning and values, customer based brand equity, steps of brand building, brand building implications, brand positioning and values, positioning guidelines, defining and establishing brand values Unit IV Brand Planning Planning and implementing brand marketing programs, choosing brand elements to build brand equity, options and tactics for brand elements, designing marketing programs to build brand equity, product strategy, pricing strategy, channel strategy, Integrating marketing communications, to build brand equity, leveraging secondary brand knowledge to build brand equity. Reference Books

1. Strategic brand management- Kevin Keller- Pearson Education 2. Retailing Management by Levy and Weitz. Tata McGraw-Hill 3. Brand management The Indian Context – Y L R Moorthi –Vikas Publication 4. Product Management by Donald R Lehmann and Russel S Winner, Irwin/McGraw Hill 5. Retail Management, Barry Berman- PHI 6. Retail Marketing Management, David Gilbert- Pearson Education

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Retail Management

Retail Consumer Behavior Course Code: RM 03 Credits – 3 Objectives: To understand the conceptual foundations of consumer buying behavior ¬ To create awareness of the theories of motivation and perception as applied in consumer behavior, and ¬ To acquaint with the communication and consumer decision making Unit I Consumer Behaviour and Marketing Action - An overview - Consumer involvement - Decision-making processes - Purchase Behaviour and Marketing Implications - Consumer Behaviour Models Unit II Environmental influences on Consumer Behaviour - Cultural influences - Social class - Reference groups and family influences - Opinion leadership and the diffusion of innovations - Marketing implications of the above influences. Unit III Consumer buying behaviour - Marketing implications - Consumer perceptions – Learning and attitudes - Motivation and personality – Psychographics - Values and Lifestyles, Click-o- graphic. Unit IV trategic marketing applications - Market segmentation strategies - Positioning strategies for existing and new products, Re-positioning, Perceptual Mapping - Marketing communication - Store choice and shopping behaviour - In-Store stimuli, store image and loyalty - Consumerism - Consumer rights and Marketers' responsibilities. Unit V The Global Consumer Behaviour and Online buying behaviour - Consumer buying habits and perceptions of emerging non-store choices - Research and applications of consumer responses to direct marketing approaches - Issues of privacy and ethics. Reference Books

1. Bennet and Kassarjian, CONSUMER BEHAVIOUR, Prentice Hall of India, New Delhi 2. Michael R. Solomon, Consumer Behaviour, PHI Learning Private Limited, New Delhi, 2011 3. Ramanuj Majumdar, CONSUMER BEHAVIOUR, Prentice Hall of India, New Delhi, 2011 4. Loudon and Della Bitta, CONSUMER BEHAVIOUR: CONCEPTS AND APPLICATIONS, Tata

McGraw Hill. New Delhi,2007 5. Berkman & Gilson, CONSUMER BEHA VIOUR:CONCEPTS AND STRATEGIES, Kent Publishing

Company. 6. Efraim Turban, Jae Lce, David King, & I-I.Michael Chung: Electronic Commcrce: Managerial

Perspective, Pearson Education Inc., 2000.

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Retail Management

E–Retailing Course Code: RM 04 Credits – 3 Objectives: The basic purpose of this paper is to familiarize the students with the preliminary aspects of Retailing. So that they may have an overall views while applying the concept of this subject. Unit I E-Commerce: Introduction, meaning and concept; Needs and advantages of e-commerce; Electronic commerce vs. Traditional commerce; Challenges of e-commerce Unit II Internet: Concept & evaluation, Features of Internet: email, WWW, ftp, telnet, newsgroup & video conferencing; Intranet & Extranet, ISDN, TCP/IP, Limitation of internet, Hardware & software requirement of Internet. Unit III Electronic Payment Systems: E-Cash, e-cheque, credit cards, debit cards, smart cards; E-Banking, Manufacturing information systems; financial information systems; Human resource information system. Unit IV E-Marketing: Business to Business (B2B), Business to customer (B2C) e-commerce; Online Sales force, On line Service and Support; EDI: Functions & components. Legal Aspects of e-commerce, Security issues of e-commerce: Firewall, E-locking, Encryption; Cyber laws – aims and salient provisions; Cyber laws in India and their limitations. Reference Books

1. Agarwala, K.N. and D. Agarwala Business on the Net: What’s and How’s of E-Commerce, McMillan 2. Frontiers of E-Commerce Ravi Kolkata , TMH

2. O,Brien J. Management Information System, TMH 3. Oberoi, Sundeep E-Security and You, TMH 5. Young , Margret Levine The complete reference to

Internet, TMH

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Internship/ Field

Work

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Summer Training Reports

Course Code: TDL 19 Credits – 3 All the students will submit their Summer Training Reports (in duplicate) within a period of one month from the dale of completion of their Summer Training to the Institute. The supervisor in the organization under whose guidance the summer training is carried out will be required to grade the student's performance in the format prescribed, attached below. Each student will be attached with one internal faculty guide, with whom he/ she shall be in continuous touch during the training period. The internal faculty guide will be required to evaluate the report (out of 40 marks) on the basis of the assessment report provided by the organization where the Summer Training has been completed and his/her own assessment about the work done by the student. The evaluation for the remaining 60 mark shall be made by an external examiner appointed by the Institute who shall evaluate the report on the basis of a presentation and the assessment report received from the organization where the student has undergone Summer Training.

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Project Dissertation on Field Work

Course Code: TDL 20 Credits – 3

Every student will be assigned a project topic in the third semester and it will be pursued by him/her in the fourth semester under the supervision of an internal supervisor. The dissertation along with a soft cop. will be submitted by the students in their respective institutions ill the fourth semester. The filled questionnaires, if applicable, be also submitted in the respective Institutions along with the report. The suggested format of the report is given below:

Executive Summary Introduction Objectives of the Research Undertaken Literature Review Hypothesis, if any Research Methodology Data Analysis Findings and Conclusion Recommendations Reference Bibliography Appendices to include questionnaire, if any

The student shall be required to submit progress report as per the schedule to be announced by the Institution: for assessment by the internal project guide. The total mark will be 100 out of which 60 marks will be given by the external examiner and 40 mark to be given by the internal Project Guide. The internal assessment shall be done on the basis of a presentation by the student as per the assessment schedule to be decided and announced by the Institute. The external assessment shall be done on the basis of a Viva Voce and the report by an examiner to be appointed by the Institute.

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