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Last updated 12/12/16
AGSM MBA Programs 2017
MNGT5272 ORGANISATIONAL BEHAVIOUR Session 1, 2017
COURSE OUTLINE
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COURSE OUTLINE CONTENTS Part A: Course-specific information 1
Staff contact details 1 Course Details 1 Units of credit 1 Summary of course 1 Course aims and relationship to other courses 2 Course learning outcomes 2 Learning and teaching activities 5
Assessment 6 Formal requirements 6 Assessment details 6 Weekly in-class quiz 7 Organisational analysis (team report) 7 Peer feedback and self-evaluation 9 Team skills reflection and action planning 9 Live case study analysis 10 Assignment preparation and submission 10
Course resources 13
Course evaluation and development 14
Course schedule 15
PART B: Key policies, student responsibilities and support 16
Student resources and support 18 Administrative support 19
Appendices 21
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Course overview 1
Staff contact details Course Coordinator & Facilitator: Dr Rose Trevelyan
Email: [email protected]
Consultation Times: by appointment by email
Course Details
Teaching times and locations Classes start in Week 1 and conclude in Week 12.
Updated information about class times and locations can be found on the AGSM website and by logging in to the Google Calendar.
Units of credit The course is worth six (6) units of credit.
Summary of course MNGT5272 provides you with an introduction to organisational behaviour (OB). Each Unit in this course covers a topic that contributes to your understanding of effective management, leadership and organisation design. Topics covered include: managing for high performance, leading individuals and groups for change and strategy implementation, organisational politics and effective organisational design.
Part A: Course-specific information
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2 Organisational Behaviour
Course aims and relationship to other courses The course aims to develop your skills in identifying the broad range of drivers of, and constraints to, organisational performance. We will consider both individual and organisational factors that influence performance – for example, the impact that individual motivation has on performance, the way people work together, leadership styles and organisational systems and routines. Through the study of organisational behaviour, you will be able to identify performance issues and make recommendations to improve performance. Through this study you will also get a greater sense of your own skills and development areas as a member of organisations.
This course provides background knowledge that is relevant to several OB-related elective courses within the full-time MBA program, including MNGT5370 (Leadership Concepts and Skills), MNGT5374 (Managerial Decision Making), and MNGT5388 (Negotiations and Strategy).
Course learning outcomes After you have completed this course, you should be able to:
1. identify and evaluate organisational behaviour challenges faced by managers
2. analyse workplace behaviours from one or more theoretical perspectives/frames
3. diagnose organisational performance by identifying key performance drivers
4. make recommendations for key OB-related challenges and assess their impact
5. identify your own skills and weaknesses as a member of organisations.
The Course Learning Outcomes are what you should be able to do by the end of this course if you participate fully in learning activities and successfully complete the assessment items.
The Learning Outcomes in this course also help you to achieve some of the overall Program Learning Goals and Outcomes for all postgraduate coursework students in the UNSW Business School. Program Learning Goals are what we want you to be or have by the time you successfully complete your degree (e.g. ‘be an effective team player’). You demonstrate this by achieving specific Program Learning Outcomes - what you are able to do by the end of your degree (e.g. ‘participate collaboratively and responsibly in teams’).
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Course overview 3
MBA Program Learning Goals and Outcomes Learning Goal 1: Business Management Knowledge Students should be able to identify and apply current knowledge of disciplinary and interdisciplinary theory and professional practice to general management and business within diverse situations
Learning Goal 2: Critical Thinking Students should understand and be able to identify, research and analyse complex issues and problems in business and develop appropriate solutions
Learning Goal 3: Communication Students should be able to produce written documents and oral presentations that communicate effectively complex disciplinary ideas and information for the intended audience and purpose
Learning Goal 4: Teamwork Students should be able to participate collaboratively and responsibly in teams and to reflect upon their own contribution to the team and on the necessary processes and knowledge within the team to achieve specified outcomes
Learning Goal 5: Responsible Business Students should be able to appraise ethical, environmental and sustainability considerations in decision making and in practice in business
Students should be able to consider the social and cultural implications of management practices and of business activities
Learning Goal 6: Leadership Students should be able to reflect upon their own personal leadership style and the leadership needs of business and of teams
Learning Goal 7: International Perspective Students should understand the needs of undertaking business within a global context
Students should be able to apply business management knowledge to business situations within global markets with due recognition for differences in cultural, legal, commercial and other issues
Learning Goal 8: Risk Management Students should be able to demonstrate an understanding of the limits in precision and the risks associated with business models
Students should be able to appraise risk and to develop risk mitigation strategies applicable to business undertaken within uncertain and volatile environments
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4 Organisational Behaviour
The following table shows how your Course Learning Outcomes relate to the overall Program Learning Goals and Outcomes, and indicates where these are assessed (they may also be practised in tutorials and other activities):
Program Learning Goals and Outcomes Course Learning Outcomes Course Assessment Item
This course helps you to achieve the following MBA Program Learning Goals
This program learning goal is addressed through these course learning outcomes
This learning outcome will be assessed in the following items:
1 Business Management Knowledge 1, 2, 3 Organisational analysis and final live
case-study analysis
2 Critical Thinking 1, 2, 3, 4 Organisational analysis and final live case-study analysis
3 Communication 4, 5 Organisational analysis and final individual live case-study analysis
4 Teamwork 4, 5 Peer feedback
5 Responsible Business Not specifically addressed in this course
Not specifically assessed in this course
6 Leadership 4, 5 Individual action planning assignment
7 International Perspective Not specifically addressed in this course
Not specifically assessed in this course
8 Risk Management Not specifically addressed in this course
Not specifically assessed in this course
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Course overview 5
Learning and teaching activities
Approach to learning and teaching in the Course This course will utilise a blend of instructional methods and media to encourage both an intellectual understanding and a personal sense of the subject matter. These will include readings, discussions, experiential activities, business simulations, case studies, guest speakers and mini lectures. The goal will be to use class time to maximum effect to discuss and experience organisational issues. It is assumed that you have read assigned notes and articles; these will not be covered in detail in each class. This will allow you to actively contribute to each session.
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6 Organisational Behaviour
Formal requirements In order to pass this course, you must:
• achieve a composite mark of at least 50; and • make a satisfactory attempt at all assessment tasks (see below).
Assessment details Assessment
Task Weighting Length Due Date*
Weekly in-class quiz 20%
10 multiple-choice questions each week
Ongoing
Organisational analysis (team report)
35% 10 pages Week 7, Monday 27 March
Peer feedback Pass/Fail Online survey Week 8, Monday 3 April
Team skills reflection and action planning (individual submission)
20% 2 pages Week 9, Monday 10 April
Live case study analysis (individual submission)
25% 5 x ½ page answers Week 13, Friday 12 May
Total 100%
* Assignments should be submitted on the due date by 9.30am Sydney time.
Quality Assurance
The UNSW Business School is actively monitoring student learning and quality of the student experience in all its programs. A random selection of completed assessment tasks may be used for quality assurance, such as to determine the extent to which program learning goals are being achieved. The information is required for accreditation purposes, and aggregated findings will be used to inform changes aimed at improving the quality of UNSW Business School programs. All material used for such processes will be treated as confidential and will not be related to course grades.
Assessment
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Course overview 7
Weekly in-class quiz Weight: 20% (in total) Each week there will be a short quiz completed online, in class. Students will answer 10 multiple-choice questions covering the assigned readings and articles, and topics covered in class. Students will need to have thoroughly read, digested and considered assigned readings, and been actively involved in class to successfully complete the quiz. The quizzes are open book and must be completed within 10 minutes.
Where a student is absent from class for good reason, the questions will relate to pre-assigned readings only and extra questions will be set.
Organisational analysis (team report) Weight: 35%
Due: Week 7, Monday 27 March 2017 by 9.30am Sydney time
Length: 10 pages
Note: All pages, including appendices (but not the bibliography), are counted in the page limit. If the report goes over the 10-page limit, the remaining pages will not be marked.
This major assessment task asks student teams to conduct an analysis of an organisation or a business unit or team within an organisation, by applying course concepts. Teams will make recommendations in order to improve performance. The criteria for this assignment are in Appendix 1.
Working in syndicate teams, you are required to gain access to an organisation and conduct an audit of the internal dynamics of either the whole organisation, or a business unit or team. You may choose which unit of analysis you study, and this may depend on how big the whole organisation is. You may choose any organisation/BU/team that is larger than 10 employees. If you are unsure about which unit of analysis to choose, please talk to the Course Coordinator.
The ideas and concepts up to Unit 6 in OB should be used to audit and analyse the organisation. The analysis should identify how the organisation can improve its management strategies and organisational arrangements to better meet performance objectives.
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8 Organisational Behaviour
The report should cover the following.
1. Identify the organisation/BU/team and clearly state what unit of analysis you are using.
2. Performance objectives: briefly describe what high performance looks like. If these things are not clear within the organisation itself, you may describe what you think they ought to be.
3. A diagnosis of the current situation: an assessment of current arrangements and the consequences of any strategies, initiatives or management behaviours for performance. This diagnosis should lead to the identification (with justification) of organisational arrangements that most need to change.
4. A set of recommendations: arising from the diagnosis, craft a solution, or set of recommendations, which will address the conclusions from your diagnosis – i.e. they will fix the issues identified. The downside(s) of recommendations need to be considered, with suggestions for managing these. A discussion of alternative solutions for the organisation is an effective way of justifying recommendations. Once the various options have been considered, a recommendation (with justification) that moves the organisation towards better alignment or fit should be given. This recommendation should be clearly linked to the performance objectives of the organisation.
You should draw on relevant data in order to justify your diagnosis and recommendation. This data could be from public records, any company documents you have access to, observations of the organisation, and/or interviews with managers. Appendix 2 gives some guidelines and suggestions for what data you might collect and analyse.
The paper can report on some or all of the concepts introduced in the course so far. Grades will not be given for using lots of different ideas, but for presenting a tight, well-argued analysis.
A concern about this assignment that is often expressed is confidentiality. If the subject organisation is concerned about privacy, the report can protect confidentiality by hiding the identity of the firm (e.g. Company X) and managers within.
Individual grades will be the same for the whole team, unless a written complaint is lodged with the Course Coordinator, investigated and found to warrant allotment of individual grades.
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Course overview 9
Peer feedback and self-evaluation Weight: Pass/Fail
Due: Week 8, Monday 3 April 2017 by 9.30am Sydney time
Format: Online survey
All team members must submit feedback on the contributions of each group member and themselves. Feedback should cover all group activities throughout the session, including the team’s organisational analysis and in-class activities. Team competencies that you will give and receive feedback on are included in Appendix 3.
The feedback will be completed via an online survey. Login instructions will be provided prior to the submission date.
This assignment is Pass/Fail only. All students who give a satisfactory quantity and quality of feedback will pass.
Team skills reflection and action planning Weight: 20%
Due: Week 9, Monday 10 April 2017 by 9.30am Sydney time
Length: 2 pages
Note: All pages, including appendices (but not the bibliography), are counted in the page limit. If the paper goes over the 2-page limit, the remaining pages will not be marked.
This assessment task asks you to reflect on the peer feedback you have received, as well as your own evaluation of your team working, and develop action plans for developing team skills. This paper is an individual submission. The criteria for this assignment are in Appendix 4.
This paper requires you to:
1. Identify insights from your recent peer feedback, your self-evaluation, and experiences of working in your team in OB to date.
2. Establish two or three specific goals and an action plan that you will apply in the upcoming three to 12 months. These goals can be anything relevant to effective team working, and you may draw on ideas about effective teams from Foundations of Management, or this course, in formulating your goals.
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10 Organisational Behaviour
3. In articulating your goals, consider the following questions: a. What is the goal I want to achieve? b. Why is this important to me? c. What specific actions will I undertake to achieve this goal? d. What obstacle(s) might I encounter? e. How can I overcome these obstacles? f. What support can I use to help me achieve this goal? g. What measures of success can I use to evaluate progress towards this goal?
Live case study analysis Weight: 25%
Due: Week 13, Friday 12 May 2017 by 9.30am Sydney time
Length: 5 x half-page answers to 5 questions
This assessment task asks you to consider the challenges presented to you by a business executive. You will hear about current issues in a real organisation and be asked to analyse the issues using concepts from across the whole course. Questions will be set and distributed immediately after the briefing on the live case study. The criteria for this assignment are in Appendix 5.
Assignment preparation and submission Unless otherwise stipulated in the specific details for each of your assignments, please prepare and submit your assignments in accordance with the following.
Assignment format For consistency across all assignments, students are required to supply assignments in a standard format, which is detailed below. Assignments should always be submitted in Word format.
Headings Body text Page setup
• Font: Arial • Font size: 12 points • Line spacing: 1.5 • Text style: Bold
• Font: Arial • Font size: 12 point • Line spacing: 1.5 • Text style: Normal
• Top: 2.54 cm • Bottom: 2.54 cm • Left: 2.54 cm • Right: 2.54 cm • Header: 1.25 cm • Footer: 1.25 cm
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Course overview 11
Paragraph breaks First line indent: 1.27cm
Diagrams and tables Students are encouraged to include diagrams and tables in their assessments, but must ensure they do not take up more than 20% of the assignment. Diagrams and tables must: • be formatted with single line spacing • be formatted with a minimum font size of 8 points
Assignment file name Please use the following naming convention for each assignment.
z9999999_surname_[XXXX1111]_17s1_Ass1
where:
• z9999999 is your student ID – please insert your surname • XXXX1111 is the course code • 17s1 is the session name (2017, Session 1) • Ass1 is the Assignment number (Ass2 for Assignment 2)
Assignment submission 1. You must submit your assignment through your online classroom as per the
instructions in your LMS User Manual.
2. Assignment submission in your LMS is performed via Turnitin, the similarity detection software used by UNSW students and teaching staff to prevent plagiarism by ensuring referencing is correct and that work has not been inadvertently copied from elsewhere. You can access Turnitin under the ‘Assessments’ section in your Moodle course site.
3. You are able to submit a draft version of your assignment prior to the due date. This enables you to view the Turnitin similarity report on your work and decide whether it complies with the guidelines regarding referencing and plagiarism, before you submit your final version for marking. More information about plagiarism can be found here: https://student.unsw.edu.au/plagiarism
4. Please note that draft assignments submitted in this way will be regarded as the final version at the due date if you have not uploaded a subsequent, finalised version (each file uploaded overwrites the previous version).
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12 Organisational Behaviour
5. Late submissions are possible but will be marked as such and will be subject to late penalties of 5% of the assignment weighting for each day late. If for any reason you are unable to submit a late submission via Turnitin please contact your Facilitator or AGSM Student Experience.
6. Extensions to assignment deadlines will be granted only in exceptional circumstances, and where adequate supporting documentation can be provided. Please note that work commitments do not constitute grounds for an extension. Requests must be made through the special consideration process. For details about this process, see: https://student.unsw.edu.au/special-consideration
7. You will be advised of your mark by your Facilitator within 14 days of assignment submission date.
8. Please keep a copy of your assignment.
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Course overview 13
Course materials will be provided in Moodle. To access Moodle, go to:
https://moodle.telt.unsw.edu.au/login/index.php
Login with your student zID (username) and zPass (password).
Other resources BusinessThink is UNSW’s free, online business publication. It is a platform for business research, analysis and opinion. If you would like to subscribe to BusinessThink, and receive the free monthly e-newsletter with the latest in research, opinion and business, go to http://www.businessthink.unsw.edu.au.
Course resources
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14 Organisational Behaviour
Mid- and end-of-session feedback is sought from students about the courses offered in the AGSM MBA Program, and continual improvements are made based on this feedback. Significant changes to courses and programs within the Program based on end-of-session feedback are communicated to subsequent cohorts of students.
Course evaluation and development
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Course overview 15
Classes start in Week 1 and finish in Week 12.
Week Topic Assessment due (quiz each week)
1 The management challenge
2 Motivation and performance
3 Teams and creativity
4 Decision making
5 Influence and networks
6 Change leadership
7 Organisational transformation Management simulation
Organisational analysis (team reports)
8 Organisational design: Management systems Peer feedback
9 No class – Easter weekend No weekly quiz Team skill reflection and action planning
10 Organisational design: Corporate culture
11 Organisational alignment Management simulation
12 OB review and live case study briefing No weekly quiz
13
Live case study analysis
Course schedule
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16 Organisational Behaviour
Academic honesty and plagiarism The University regards plagiarism as a form of academic misconduct, and has very strict rules regarding plagiarism. For UNSW policies, penalties, and information to help you avoid plagiarism see: https://student.unsw.edu.au/plagiarism as well as the guidelines in the online ELISE and ELISE Plus tutorials for all new UNSW students: http://subjectguides.library.unsw.edu.au/elise
To see if you understand plagiarism, do this short quiz: https://student.unsw.edu.au/plagiarism-quiz
For information on how to acknowledge your sources and reference correctly, see: https://student.unsw.edu.au/referencing
For the UNSW Business School Harvard Referencing Guide, see: https://www.business.unsw.edu.au/Students-Site/Documents/Harvardreferencingguide.pdf
Student responsibilities and conduct Students are expected to be familiar with and adhere to university policies in relation to class attendance and general conduct and behaviour, including maintaining a safe, respectful environment; and to understand their obligations in relation to workload, assessment and keeping informed.
AGSM MBA Programs and UNSW policies In general, UNSW policies apply to staff and students of AGSM MBA Programs. Where there are additional points or procedures which apply specifically to AGSM MBA Programs they are set out on the AGSM website: https://www.business.unsw.edu.au/agsm/students/resources/students-rights-responsibilities
If students are in doubt about the policy or procedure relating to a particular matter they should seek advice from the Student Experience.
Information and policies on these topics can be found in the ‘A-Z Student Guide’: https://student.unsw.edu.au/guide
See, especially, information on ‘Attendance and Absence’, ‘Assessment Information’, ‘Examinations’, ‘Workload’ and policies such as ‘Occupational Health and Safety’.
PART B: Key policies, student responsibilities and support
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Course overview 17
Workload It is expected that you will spend at least 10 hours per week studying this course. This time should be made up of reading, research, working on exercises and problems, and attending classes. In periods where you need to complete assignments or prepare for examinations, the workload may be greater.
Over-commitment has been a cause of failure for many students. You should take the required workload into account when planning how to balance study with employment and other activities.
Attendance Your regular and punctual attendance at classes and seminars is expected in this course. University regulations indicate that if students attend less than 80% of scheduled classes they may be refused final assessment.
https://www.business.unsw.edu.au/agsm/students/student-enrolment-information#attendance-participation
General conduct and behaviour You are expected to conduct yourself with consideration and respect for the needs of your fellow students and teaching staff. Conduct which unduly disrupts or interferes with a class, such as ringing or talking on mobile phones, is not acceptable and students may be asked to leave the class. More information on student conduct is available at: https://student.unsw.edu.au/guide
Occupational health and safety UNSW Policy requires each person to work safely and responsibly, in order to avoid personal injury and to protect the safety of others. For more information, see http://safety.unsw.edu.au/
Keeping informed You should take note of all announcements made in classes, tutorials or on the course website. From time to time, the University will send important announcements to your university email address without providing you with a paper copy. You will be deemed to have received this information. It is also your responsibility to keep the University informed of all changes to your contact details.
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18 Organisational Behaviour
Student resources and support eLearning To access Moodle, go to: https://moodle.telt.unsw.edu.au/login/index.php
Login with your student zID (username) and zPass (password).
Moodle eLearning support Should you have any difficulties accessing your course online, please contact the eLearning support below:
For login issues:
UNSW IT Service Centre Hours: Monday to Friday: 8am – 8pm
Saturday and Sunday: 11am – 2.00pm Email: [email protected] Phone: Internal: x51333
External: 02 9385 1333 International: +61 2 9385 1333
For assistance in using Moodle, including how to upload assignments:
The AGSM eLearning Coordinator
Hours: Monday to Friday: 9am – 5pm Email: [email protected] Phone: Internal: x19541
External: 02 9931 9541 International: +61 2 9931 9541
For help with technical issues and problems: External TELT Support
Hours: Monday to Friday: 7.30am – 9.30pm Saturdays and Sundays: 8.30am – 4.30pm
Email: [email protected] Phone: Internal: x53331
External: 02 9385 3331 International: +61 2 9385 3331
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Course overview 19
Administrative support Student Experience If you have any administrative queries, they should be addressed to Student Experience. Student Experience AGSM MBA Programs UNSW Business School SYDNEY NSW 2052 Tel: +61 2 9931 9400 Email: [email protected]
Additional student resources and support The University and the UNSW Business School provide a wide range of support services for students, including:
• AGSM – Digital Resources and Tutorials https://www.business.unsw.edu.au/agsm/students/supporting-study/digital-learning-support/digital-resources-and-tutorials
• Business School Education Development Unit (EDU) https://www.business.unsw.edu.au/students/resources/learning-support The EDU provides academic writing, study skills and maths support specifically for Business students. Services include workshops, online resources, and individual consultations. EDU Office: Level 1, Room 1033, Quadrangle Building. Phone: +61 2 9385 5584; Email: [email protected]
• UNSW Learning Centre http://www.lc.unsw.edu.au Provides academic skills support services, including workshops and resources, for all UNSW students. See website for details.
• Library training and search support services http://info.library.unsw.edu.au/web/services/services.html
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20 Organisational Behaviour
• UNSW Counselling and Psychological Services https://student.unsw.edu.au/wellbeing Provides support and services if you need help with your personal life, getting your academic life back on track or just want to know how to stay safe, including free, confidential counselling. Office: Level 2, East Wing, Quadrangle Building; Phone: +61 2 9385 5418.
• Student Equity & Disabilities Unit http://www.studentequity.unsw.edu.au
Provides advice regarding equity and diversity issues, and support for students who have a disability or disadvantage that interferes with their learning. Office: Ground Floor, John Goodsell Building; Phone: +61 2 9385 4734; Email: [email protected]
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Course overview 21
Appendix 1 Organisational analysis marking criteria
Appendix 2 Data collection methods for organizational analysis
Appendix 3 Team competencies peer feedback
Appendix 4 Team skills reflection paper marking criteria
Appendix 5 Live case study analysis marking criteria
Appendices
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COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you by or on behalf of the University of New South Wales pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act.
Do not remove this notice.
Appendix 1
Organisational analysis marking criteria
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O
rgan
isatio
nal a
naly
sis m
arki
ng cr
iteria
HI
GH D
ISTI
NCTI
ON
DIST
INCT
ION
CRED
IT
PASS
FA
IL
20%
Us
e of
conc
eptu
al to
ols a
nd fr
amew
orks
to
supp
ort a
nalys
is
Clea
r con
clusio
ns th
at a
pply
conc
epts
in an
insig
htfu
l and
com
pellin
g wa
y. Go
od ch
oice
of co
ncep
ts fo
r the
or
ganis
ation
al iss
ues.
Good
choic
e an
d ap
plica
tion
of co
ncep
ts fo
r the
or
ganis
ation
al iss
ues.
Appr
opria
te a
pplic
ation
of
conc
epts,
but
poo
r cho
ice,
limite
d ra
nge
or to
o m
any
conc
epts
chos
en.
Inap
prop
riate
app
licat
ion o
r int
erpr
etat
ion o
f the
conc
epts.
No co
ncep
ts us
ed in
an
alysis
.
20%
Di
agno
sis
Perfo
rman
ce is
sues
are
clea
rly
artic
ulate
d, ro
ot ca
uses
are
linke
d, w
ith
stron
g ar
gum
ent r
elatin
g to
whic
h or
ganis
ation
al str
ateg
ies h
ave
stron
gest
impa
ct on
issu
es.
Perfo
rman
ce is
sues
are
cle
arly
artic
ulate
d an
d ro
ot
caus
es a
re lin
ked
to th
ese
issue
s.
A ra
nge
of o
rgan
isatio
nal
prob
lems a
re id
entifi
ed w
ith
som
e co
nside
ratio
n of
the
cons
eque
nces
for
orga
nisat
ional
perfo
rman
ce.
Key o
rgan
isatio
nal e
lemen
ts ar
e de
scrib
ed.
No id
entifi
catio
n of
ke
y org
anisa
tiona
l ele
men
ts or
their
im
pact
on
perfo
rman
ce.
20%
Ap
prop
riate
ness
of
reco
mm
enda
tions
Reco
mm
enda
tions
wou
ld cle
arly
deliv
er h
igher
per
form
ance
and
are
or
igina
l. Con
sider
ation
mad
e of
the
down
sides
of t
he re
com
men
datio
ns,
and
strat
egies
to o
verc
ome
down
sides
ar
e ide
ntifie
d.
Reco
mm
enda
tions
wou
ld cle
arly
deliv
er h
igher
pe
rform
ance
and
are
fe
asibl
e an
d re
alisti
c. Fe
asibi
lity o
f re
com
men
datio
ns a
re
outlin
ed.
Requ
irem
ents
are
ident
ified
and
are
feas
ible
and
reali
stic.
Gene
ric re
com
men
datio
ns
that
could
be
mad
e fo
r any
or
ganis
ation
. Re
com
men
datio
ns a
re
feas
ible
but u
nrea
listic
give
n re
sour
ce co
nstra
ints.
Reco
mm
enda
tion
inapp
ropr
iate
and
/ or
com
plete
ly un
reali
stic.
25%
Qu
ality
of a
rgum
ents:
log
ic an
d int
egra
tion
Stro
ng lo
gical
argu
men
ts wi
th e
xcell
ent
evide
nce
that
supp
ort a
cons
isten
t, co
here
nt o
vera
ll ana
lysis.
Alte
rnat
ive
reco
mm
enda
tions
effe
ctive
ly co
mpa
red.
Cohe
rent
logic
al ar
gum
ents
which
are
stro
ngly
justifi
ed
by e
viden
ce.
Logic
al ar
gum
ent w
ith so
me
evide
nce
(dat
a, th
eory
, be
nchm
arkin
g or
com
paris
on
to a
ltern
ative
s) g
iven
to ju
stify
the
argu
men
t.
Argu
men
ts ar
e log
ical b
ut
evide
nce
to su
ppor
t ar
gum
ents
is we
ak
Argu
men
ts ar
en’t
logica
l, jus
tified
or
integ
rate
d.
15%
Or
ganis
ation
, clar
ity o
f ex
pres
sion
Show
s a p
olish
ed a
nd im
agina
tive
appr
oach
to th
e re
port
with
com
pellin
g cla
rity o
f exp
ress
ion.
Care
fully
and
logic
ally
orga
nised
and
writ
ten
clear
ly. G
ood
inter
nal fl
ow.
Good
org
anisa
tion
and
cohe
renc
e an
d m
ostly
writ
ten
clear
ly.
Som
e at
tem
pt to
org
anise
in a
log
ical m
anne
r, or
lack
ing
clarit
y of e
xpre
ssion
. Sec
tions
dis
joint
ed o
r con
tradic
tory
.
Diso
rgan
ised/
In
cohe
rent
.
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COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you by or on behalf of the University of New South Wales pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act.
Do not remove this notice.
Appendix 2
Data collection methods for organizational analysis
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Appendix 2: Data collection methods 1
Here, we’d like to give you an overview of different data collection methods that you may consider for your Organisational Analysis report.
Observation If you are an external consultant, diagnosis can begin from the moment you make contact with the organisation. From the moment you arrive at the front door or front gate of an organisation, relevant information can be available. The building’s size, design and outfitting can provide information about its culture and operations. How you are greeted and treated while you are there, the physical work environment, how meetings are run, how people are addressed and relate to each other, what people say and do not say, all provide clues to organisational health.
Observation is a very open form of data collection, in the sense that it can throw up unexpected issues that we did not initially include in framing the problem. By taking a step back and not controlling the data collection process, we find out things we didn’t think we needed to know and weren’t looking for. For example, in a meeting you may notice tension between two managers that no one admits to openly. This might explain significant blockages in communication processes within the organisation.
Diagnostic interviews Interviews are probably the most common method of data collection.
The number and design of the interviews will depend on many factors such as the organisation’s size and your diagnostic brief. If there appears to be consensus in an organisation about the main problems, this may indicate that not many interviews will be needed, or it might indicate that a more intensive interview program is needed to test whether the consensus is groupthink.
If the main problems are not obvious, you may need to conduct not only many interviews, but also multiple iterations of the entire interview process. The advantage of data gathering by interview is that during an interview you can explore answers in detail by asking the interviewee to elaborate on them and by testing ideas. The interviewee’s answers can be related to each other, with answers confirming, correcting or contradicting previous replies. Group interviews are sometimes used to observe interactions between members, however one danger is that you come away with a misleading impression of consensus because some group members were unwilling to express dissenting opinions. Like observation, a flexible and adaptable interview process is an open form of data collection, and can throw light on unexpected relationships, influences and constraints.
Data collection methods for organizational analysis
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2 Organisational Behaviour
Surveys Surveys are an efficient way of collecting data. The most common survey example is the employee attitude questionnaire designed to ‘take the temperature’ of the organisation or reveal areas of satisfaction and dissatisfaction. A consultant might use such a survey to detect attitudes that could make or break the change program’s success. Designing an effective survey often requires specialist assistance. Questions need to be clear – neither misleading nor confusing – and easy to answer. The questionnaire’s length is probably the most important determinant of whether respondents complete it. Keeping the response time to less than 20 minutes is a good rule of thumb. The advantage of this form of data collection is the power of the results. Having large numbers of respondents increases the reliability of the findings. Of course, the trade off is the loss of qualitative data.
‘Survey feedback’ is a particular intervention method where the results are ‘fed back’ to all those who participated in the survey. When the results of a morale or attitude survey are shared with all survey respondents, it can stimulate awareness of the need for change and help develop consensus about priority areas for change.
Analysis of organisational records While observation, interviews and surveys all provide valuable information, the data they provide are all to some extent subjective. An analysis of an organisation’s archival records can provide important objective data regarding such issues as staff turnover, absenteeism, health and safety, grievances, waste, quality, productivity and error rates, sales, profitability and costs.
The ‘shadow side’ of organisations Egan (1994) argues that when diagnosing organisations we should look beyond the formal and overt. He describes the shadow side of organisations, that is, the things that go on behind the scenes. These off-stage activities are covert, undiscussed and sometimes undiscussable. In diagnosing an organisation and its need and readiness for change, we should consider the shadow side to make a fuller and more accurate diagnosis. As an external consultant or a recently joined employee, surface activities quickly become clear – who reports to whom, which business units do what, how customer relationships are managed etc. But it takes time to get beneath the surface and discover some of the other things that go on which you don’t find on the organisation chart or in company manuals. The unwritten rules are as important as the written ones and if we ignore the shadow side it is possible that we will misdiagnose the organisation.
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Appendix 2: Data collection methods 3
The shadow side of business has three dimensions:
1. The shadow side refers to significant activities and arrangements that remain unidentified or, for whatever reasons, undiscussed in some decision-making setting of the company or institution.
2. Since shadow side factors are not formally discussed, they fall outside the reach of ordinary managerial intervention.
3. Shadow side activities and arrangements often substantially affect both productivity and the quality of work life in the company or institution (Egan 1994).
Picking up on the last point, shadow side activities can be both costly and can improve the bottom line. Here’s an example of the dark side of a shadow activity. A salesperson’s kickback deals with customers are hidden and therefore remain undiscussed in formal company settings, fall outside the reach of ordinary managerial control and affect company productivity. Here there is a direct effect of the shadow side on the bottom line since the salesperson is using company funds to pay the customer for their business. An indirect effect is that other salespeople may miss out on bonuses and therefore may be less motivated, because the ‘dirty’ salesperson sells more and gets a bigger share of the bonus pie.
Another example of dark side shadow activity is when the CEO’s relative works in the organisation and gets away with poor performance because nobody is prepared to challenge him or her.
So the costs identified in these examples are monetary costs, low motivation and poor performance. Other costs of dark side shadow activity may be ruined reputations, stifled careers or dysfunctional teams.
Figure 1 The light and shadow in organisations
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4 Organisational Behaviour
On the other hand, shadow side activities can be productive. Consider this example. John’s boss, Barry, had little time for him. Barry undermined John and gave him few opportunities to demonstrate his abilities. On a small project, John had to work with another manager, Steve, who recognised his talents and became his informal mentor. Steve is aware of Barry’s attitude towards John so he finds tactful and covert ways to promote John’s abilities with others and give him important tasks to do. The covert relationship between Steve and John is in the shadows but positively contributes to John’s performance.
Other examples of productive shadow side activities are a culture of loyalty and commitment, cutting through red tape, turning expertise gained on the job into research papers or proposals for action, and collaboration through friendships.
Shadow side activities are found in all aspects of organisational life – in the culture, in personal styles and behaviours, in social systems, and in politics. So how do we find and diagnose them?
Egan suggests that to uncover the shadow side without encouraging tattling, informing and squealing requires you to listen well and engage in open communication. Here are some tips:
• Be alert and inquisitive – spot clues that indicate something is going on in the shadows, explore situations that don’t feel right.
• Look for root causes of problems that haven’t previously been identified. • Find probes that get at underlying norms – for example, ask questions such as
‘what stops us achieving this goal?’; ‘what is really going on between these two departments?’
• Name the unwritten rules – for example, ‘it is alright to come late to meetings’; ‘don’t question the boss’s decisions’.
• Welcome new perspectives – don’t rely on what one person tells you, and don’t assume that what happens in one situation will happen in another.
• Think about ways that you might be ‘in the dark’. • Explore ways you have been surprised by behaviour or events over the past
year. • Don’t avoid issues that might be uncomfortable to know about. • Search for different strategies to discuss issues – for example, use email, meet
for coffee outside the building, use group meetings to raise concerns. • Role-model openness by sharing some shadow side activities that you are aware
of. • Identify situations in which it is easier to say nothing to avoid embarrassment and
disruption and find a way to discuss the situation that isn’t embarrassing or disruptive.
• Challenge excuse-making and probe into what is really happening.
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COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you by or on behalf of the University of New South Wales pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act.
Do not remove this notice.
Appendix 3
Team competencies peer feedback
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Te
am co
mpe
tenc
ies p
eer f
eedb
ack
1 =
HAR
DLY
ANY
SKIL
L 2 =
SOM
E SK
ILL
3 = A
DEQU
ATE
SKIL
L 4 =
GOO
D SK
ILL
5 = C
OMPL
ETE
SKIL
L
1.
Tim
eline
ss
Rare
ly m
et d
eadli
nes.
Unab
le to
m
ake
and
imple
men
t plan
s.
Som
e de
adlin
es m
et, b
ut
ofte
n de
spite
lack
of
plann
ing.
Mos
tly m
et d
eadli
nes b
ut
som
ewha
t diso
rgan
ised
in pla
nning
own
wor
k.
Usua
lly m
et d
eadli
nes.
Good
man
agem
ent o
f tim
e an
d pla
nning
of o
wn w
ork.
Cons
isten
tly m
et d
eadli
nes.
Man
aged
his
/ her
time
extre
mely
well
.
2.
Goal
settin
g an
d W
ork p
lannin
g
No co
ntrib
ution
to g
oal s
ettin
g an
d wo
rk p
lannin
g. H
e / S
he w
as o
ften
conf
used
abo
ut w
hat t
hey w
ere
trying
to a
ccom
plish
, or w
as
resis
tant
to co
nting
ency
plan
ning.
Som
e co
ntrib
ution
to w
ork
plann
ing, b
ut ta
sks s
et w
ere
not s
uffic
iently
spec
ific o
r lin
ked
to o
ne a
noth
er.
Cont
ribut
ion to
wor
k pla
nning
, but
no
cont
ribut
ion to
co
nting
ency
plan
ning.
Good
cont
ribut
ion to
wor
k pla
nning
and
goa
l set
ting,
so
me
sugg
estio
ns fo
r co
nting
ency
plan
ning.
Sign
ifican
t con
tribu
tion
to
work
plan
ning,
inclu
ding
prior
itising
task
s and
mak
ing
cont
ingen
cy p
lans.
3.
Mon
itorin
g pr
ogre
ss
towa
rds g
oals
Eith
er "m
onito
red
ever
ything
" or
hard
ly an
ything
at a
ll. No
co
mpa
rison
of p
rogr
ess w
ith
goals
.
Som
e m
onito
ring
of
prog
ress
usin
g re
levan
t inf
orm
ation
, but
com
paris
on
of p
rogr
ess w
ith g
oals
wasn
’t clea
r.
Asse
ssed
team
pr
ogre
ss, b
ut d
idn’t
discu
ss co
ncer
ns
effe
ctive
ly.
Mad
e go
od a
sses
smen
ts of
team
pro
gres
s and
ge
nera
ted
discu
ssion
of
prog
ress
with
team
.
Activ
ely m
onito
red
prog
ress
to
ward
team
goa
ls us
ing d
ata
and
benc
hmar
ks. R
egula
rly
com
mun
icate
d pr
ogre
ss to
te
am.
4.
Supp
ort f
or o
ther
te
am m
embe
rs
Was
not
awa
re o
f oth
ers'
actio
ns
and
prov
ided
little
feed
back
. Of
fere
d fe
edba
ck w
hen
nece
ssar
y, bu
t didn
’t ap
pear
to ta
ke th
is ro
le se
rious
ly.
Offe
red
feed
back
to
othe
rs o
ccas
ionall
y, th
ough
usu
ally o
nly w
hen
aske
d.
Obse
rved
oth
ers’
actio
ns
and
offe
red
feed
back
and
ta
sk re
lated
supp
ort.
Mad
e so
me
atte
mpt
to h
elp
othe
rs w
here
app
ropr
iate.
Proa
ctive
ly ob
serv
ed o
ther
s’ ac
tions
and
offe
red
feed
back
an
d ta
sk re
lated
supp
ort;
took
a
stron
g co
achin
g ro
le wi
th
team
mem
bers
.
5.
Coor
dinat
ion
activ
ities
Man
y coo
rdina
tion
brea
kdow
ns.
Could
not
effe
ctive
ly co
mbin
e th
eir co
ntrib
ution
into
the
team
.
A fe
w br
eakd
owns
in
coor
dinat
ion, b
ut th
ese
did
not le
ad to
majo
r tea
m
prob
lems.
Insu
fficien
t or t
oo
muc
h co
ntac
t with
oth
ers t
o es
tabli
sh co
ordin
ation
.
Som
e co
ordin
ation
with
ot
hers
, but
little
lea
ders
hip o
f gro
up
coor
dinat
ion.
Coor
dinat
ed a
ctivit
ies w
ell,
cont
act w
ith o
ther
s was
ap
prop
riate
.
Clea
rly u
nder
stood
roles
and
re
spon
sibilit
ies th
en o
rgan
ised
activ
ities a
ppro
priat
ely.
Amou
nt o
f con
tact
with
oth
ers
was a
ppro
priat
e giv
en th
e ta
sks.
6.
Conf
lict
man
agem
ent
Insti
gate
d co
nflic
t in th
e te
am
which
was
not
pro
ducti
ve. T
ask-
base
d dis
agre
emen
ts de
terio
rate
d an
d be
gan
to g
et p
erso
nal.
Disc
usse
d te
amwo
rk is
sues
wi
th re
lative
ly litt
le ill
feeli
ngs d
evelo
ping.
Sou
ght
cons
ensu
s tha
t did
not
unde
rmine
the
team
effo
rts.
Som
etim
es ta
sk-b
ased
dis
agre
emen
ts tu
rned
into
int
erpe
rson
al co
nflic
t.
Could
neg
otiat
e an
d ha
ndle
conf
lict s
o th
at
the
task
was
not
hin
dere
d.
Wor
ked
thro
ugh
cogn
itive
and
inter
pers
onal
conf
lict
suffic
iently
so th
e te
am
task
was
not
hind
ered
and
th
ere
was n
o ill-
feeli
ng.
Open
ly dis
cuss
ed te
amwo
rk
issue
s, an
ticipa
ted
and
prev
ente
d po
tent
ial
inter
pers
onal
conf
lict.
If an
y int
erpe
rson
al co
nflic
t de
velop
ed, d
ealt w
ith it
quick
ly an
d ef
fecti
vely.
Alw
ays
kept
conf
lict t
ask-
base
d.
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COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you by or on behalf of the University of New South Wales pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act.
Do not remove this notice.
Appendix 4
Team skills reflection paper marking criteria
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Appendix 4: Team skills reflection paper marking criteria 1
35% Use of conceptual tools and frameworks
Reflections and goals are developed using theories and frameworks from OB and / or FOM. Goals are developed using goal setting theory, i.e. are specific, measureable, feasible and obstacles are identified.
25% Analytical self-reflection Insights regarding personal strengths and weaknesses based on an honest evaluation of team skills. Consideration of the impact or consequences of your team skills on you and others.
25% Logic, evidence and integration
Integration of evidence from multiple sources to form and justify reflections. Goals address insights from self-reflection.
15% Organisation, clarity of expression
Carefully and logically organised, written and presented clearly
Team skills reflection paper marking criteria
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COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
WARNING
This material has been reproduced and communicated to you by or on behalf of the University of New South Wales pursuant to Part VB of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act.
Do not remove this notice.
Appendix 5
Live case study analysis marking criteria
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Appendix 5: Live case study analysis marking criteria 1
35% Use of conceptual tools and frameworks to support analysis
Clear conclusions that apply concepts in an insightful and compelling way. Good choice of concepts for the organisational issues.
30% Diagnosis & any recommendations
Organisational issues are clearly articulated, root causes are linked to outcomes, with strong argument relating to which organisational strategies have strongest impact on issues.
20% Evidence and illustration Excellent evidence that is clear, relevant and appropriately cited. Any recommendations are specific and feasible.
15% Organisation, clarity of expression
Shows a polished approach with strong clarity of expression.
Live case study analysis marking criteria
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