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Contents
Contact Details ……………………………………………………………………………………………………………………… Page 2
Unit Description ……………………………………………………………………………………………………………………. Page 3
Prior Knowledge &/or Skills OR Prerequisite Units ……………………………………………………………….. Page 3
Intended Learning Outcomes and Generic Graduate Attributes.………………………………………….. Page 4
Learning Expectations and Teaching Strategies Approach …………………….………………………………. Page 5
Learning Resources ……………………………………………………………………………………………………………….. Page 6
Details of Teaching Arrangements ……………………………………………………………………………………… Page 14
Assessment …………………………………………………………………………………………………………………………… Page 15
Study Schedule …………………………………………………………………………………………………………………… Page 25
Contact Details
Unit
Coordinator
Christine Adams Lecturer Dr Graeme Tonks Lecturer TBC
Campus Hobart Campus Launceston Campus Hong Kong
Room
Number
304 Room
Number
A‐243 Room
Number
Email [email protected]
du.au Email
Graeme.Tonks@utas.
edu.au Email
Phone +61 3 6226 2953 Phone +61 3 6324 3498 Phone
Fax +61 3 6226 2170 Fax +61 3 6324 3369 Fax
Consultation
Time
By appointment Consultation
Time
By appointment Consultation
Time
By appointment
3
Unit Description
Organisational behaviour is the study of human behaviour at the individual, group and organisational level. The primary purpose of this unit is to improve the management of organisations through the development of knowledge of human behaviour. An understanding of human behaviour is needed to establish and maintain productive working relationships both within the organisation (supervisors, peers and subordinates) and outside the organisation (customers, unions, suppliers and competitors). In order to establish and maintain these relationships, managers must be able to understand the behaviour of others, and attempt to predict and influence it. Organisational behaviour is a field of study which draws upon a diverse range of disciplines (including psychology, social psychology, sociology, anthropology, political science and economics) for a systematic and integrated approach to the study of human behaviour. While its concepts, theories and understandings about human behaviour draw upon these disciplines, organisational behaviour is unique in that it takes an integrated and contingency approach to management; has an applied focus and rests on scientific foundations. The topics in the study schedule begin with a focus on the individual analysis of behaviour characterised by factors such as individual behaviour, abilities, attitudes, personality, perception, emotions and moods, job satisfaction and motivation. These topics are central to understanding individuals both as employees and as consumers. Next, the analysis of behaviour at the group or team level examines the dynamics of group and team processes, including the distribution of power, the impact of politics, and leadership. Understanding the nature of formal and informal group processes is central to improving organisational efficiency and influences individual decisions. Finally, topics covered at the organisational level of analysis include organisational structure and design, organisational culture, and the processes involved in organisational change and adaptation required to meet the ever‐increasing demands of the competitive global marketplace. Through your active participation in this unit you will gain an appreciation of organisational behaviour as a field of study, which can be used in the effective management of people and organisations.
Prior Knowledge &/or Skills OR Pre‐Requisite Unit(s)
BMA101 Introduction to Management.
Enrolment in the Unit
Unless there are exceptional circumstances, students should not enrol in this unit after the end of
week two of semester, as the Tasmanian School of Business and Economics (TSBE) cannot guarantee
that:
any extra assistance will be provided by the teaching team in respect of work covered in the
period prior to enrolment; and
penalties will not be applied for late submission of any piece or pieces of assessment that
were due during this period.
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Intended Learning Outcomes and Generic Graduate Attributes
Intended Learning Outcomes Assessment Methods Graduate Attribute Outcomes
In this unit you will learn: In assessing this unit I will be looking at your ability to:
1. Understand and explain key individual, group and organisational level influences on human behaviour in organisations.
Identify and explain key individual, group and organisational level influences on human behaviour.
Reflective
Summaries
Self‐study
questions
Argumentative
Essay
Exam
The assessments and teaching activities in this unit have
been designed to develop the following graduate attributes
in students:
Knowledge – Intermediate
Intermediate level of knowledge specific to the discipline
and the ability to apply it to diverse business situations.
Also basic lifelong learning skills for professional
development.
Communication Skills – Intermediate Well rendered, clear and concise written and oral communication skills in a manner matching real world business situations and audience needs. Also communicating an argument in a succinct and logical manner and articulating it in an engaging and confident way.
Problem‐solving Skills ‐ Intermediate: Includes the ability to apply business related theories, models and methods and logical thinking to a range of multi‐dimensional business related problems. Also an awareness of when additional information is needed and the capacity to locate analyse and use it.
Social Responsibility ‐ Intermediate: Consideration of social groups in business practice. Also ethical values via confidential and honest practices and respectful behaviour. Awareness and consideration of the public interest in business practices, policy and decisions.
Workshops, Reflective Summaries and Essay only Global Perspective – Intermediate Ability to connect and collaborate with diverse people and a
respectful approach to their cultures and traditions. Also
the ability to evaluate and incorporate the influence of the
global environment in business analyses.
Identify key implications arising from issues.
Integrate theory, research and examples to illustrate understanding.
2. Knowledge of theories,
concepts and models in
Organisational Behaviour and
the ability to apply the them
to topical issues
Analyse and evaluate OB issues and apply theories, concepts and models of understanding
Reflective
Summaries
Self‐study
questions
Argumentative
Essay
Exam
Identify and discuss strategies to improve work performance based
on relevant OB theory.
3. Apply current theory and
practice to personal
workplace experience
4. Effectively communicate OB
theory and practice
Analyse and summarise academic literature in OB.
Argumentative
Essay
Apply a specific aspect of OB theory from the analysis to real world examples.
Communicate in Australian workplace standard language, literacy and formats.
Write using Australian workplace standard language, literacy and
formats
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Learning Expectations and Teaching Strategies/Approach The University is committed to a high standard of professional conduct in all activities, and holds its
commitment and responsibilities to its students as being of paramount importance. Likewise, it
holds expectations about the responsibilities students have as they pursue their studies within the
special environment the University offers. The University’s Code of Conduct for Teaching and
Learning states:
Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.
Where Learning Outcomes generally reflect attainment of subject‐specific knowledge and skills, this unit places additional emphasis on attainment of generic skills relevant to professional practice in the workplace (achieved via authentic, experiential tasks in tutorials). These aspects of the learning experience are also intended to serve as preparation for third year units.
Aspect Assessment benchmarks Assessment Tasks
Professional skill development.
Engage in a group to complete tasks. Work autonomously following directions. Understand and follow rules, policy and conventions. Use interpersonal skills to achieve goals and complete tasks. Demonstrate effective time management. Be a self‐directed learning. Engage in questioning the status quo to promote ethical behaviour.
Workshops, Self‐study questions, Reflective Summaries and ArgumentativeEssay
Expand self‐awareness and awareness of others.
Show subjective comprehension and interpretation of self‐assessment. Show objective projection of self‐assessment and role formation in groups. Gain insight and/or learn about self through others. Understand the limits of (self‐) assessment tools and measures.
Self‐study questions Exam
Develop foundations for critical thinking.
Understand (scholarly) debate on OB topics. Understand conflict points between new and existing paradigms. Objectively weigh the merits of new paradigms.
Workshops and Reflective summaries Essay
Occupational Health and Safety (OH&S) The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University’s policy at: http://www.utas.edu.au/work-health-safety/
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Learning Resources
Prescribed Text Robbins, S.P, Judge, T.A, Millett, B. & Boyle, M. 2011, Organisational behaviour, 7th edn, Pearson/Prentice Hall, Frenchs Forest, NSW. NOTE: The textbook comes with an access code to MyOB Lab. To access MyOB Lab you will need to purchase the textbook. Students must obtain the following electronic publications that are available from the Tasmanian School of Business and Economics website: http://www.utas.edu.au/business‐and‐economics/student‐resources
Recommended Texts The readings listed below pertain to topics covered in the Unit and are referenced in lectures. They
are not compulsory but are recommended. Some of these readings are specifically referred to in the
recorded lectures. The OB journals are optional readings if you are interested in reading to extend
your understanding of OB theory and practice. Readings are organised in a weekly format according
to the Study Schedule. Additional ‘Readings for further thinking’, provided on MyLO, are also
optional reading.
Week 1 Introduction to OB ‐ Recommended Readings:
George, JM & Jones, GR 2008, Understanding and Managing Organizational Behavior, 6th edn, Pearson Prentice Hall, New Jersey. pp. 3 – 23.
Gephart Jnr, RP 2002, ‘Introduction to the brave new workplace: Organizational behavior in the electronic age’, Journal of Organizational Behavior, vol. 23, pp. 327–344.
Hackman, JR 2009a, ‘Point ‐ The perils of positivity’, Journal of Organizational Behavior, vol. 30, pp. 309–319.
Hackman, JR 2009b, ‘Counterpoint ‐ The point of POB: Rejoinder’, Journal of Organizational Behavior, vol. 30, pp. 321–322.
Hamel, G, & Prahalad, KC 2005, Strategic intent, Harvard Business Review, vol. 83 pp. 148‐161.
Luthans, F & Avolio, BJ 2009a, ‘Point ‐ The ‘‘point’’ of positive organizational behaviour’, Journal of Organizational Behavior, vol. 30, pp. 291–307.
Luthans, F & Avolio, BJ 2009b, ‘Counterpoint ‐ Inquiry unplugged, building on Hackman’s potential perils of POB’, Journal of Organizational Behavior, vol. 30, pp. 323–328.
Newstrom, JW 2011, Organizational behavior: Human behavior at work, 13th edn, McGraw‐Hill Irwin, New York, USA, ‘Empowerment and Participation’ (Chapter 8) pp. 194‐213.
Shoemaker, PJH & Day, GS 2009, ‘How to make sense of weak signals’, MIT Sloan Management Review, Spring, pp. 81‐89.
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Wong, M, Gardiner, E, Lang W, & Coulon, L 2008, ‘Generational differences in personality and motivation: Do they exist and what are the implications for the workplace?’ Journal of Managerial Psychology, vol. 23, pp. 878‐890. Week 2 Attitudes and Job Satisfaction ‐ Recommended Readings:
Cooper, D & Thatcher, SMB 2010, ‘Identification in organizations: The role of self‐concept orientations and identification motives’, Academy of Management Review, vol. 35, pp. 516–538.
Cordery, JL 1999, ‘Job design and the organisational context’, in M Griffin & J Langham‐Fox (eds.), Human performance and the workplace, Australian Psychological Society, Melbourne, Australia, pp. 5–15.
Davis, GF 2010, ‘Commentary ‐ Job design meets organizational sociology’, Journal of Organizational Behavior, vol . 31, pp. 302–308.
de Sitter, LU, den Hertog, JF & Dankbaar B 1997, ‘From complex organizations with simple jobs to simple organizations with complex jobs’, Human Relations, vol. 50, 497–534.
Dutton, JE Roberts, LM & Bednar J 2010, ‘Pathways for positive identity construction at work: Four types of positive identity and the building of social resources’, Academy of Management Review, vol . 35, 265–293.
Hewstone, M, Rubin, M, & Willis, H 2002, ‘Intergroup bias’, Annual Review of Psychology, vol. 53, pp. 575–604.
Johns, G 2010, ‘Commentary ‐ Some unintended consequences of job design’, Journal of Organizational Behavior, vol. 31, pp. 361–369.
Kilduff, M & Brass, DJ 2010, ‘Commentary ‐ Job design: A social network perspective’, Journal of Organizational Behavior, vol. 31, pp. 309–318.
Major, B & O’Brien, LT 2005, The social psychology of stigma. Annual Review of Psychology, vol. 56. Pp. 393‐ 421.
Murphy, PA 1998, ‘Where bias begins: The truth about stereotypes’, in JS Osland, ME Turner, DA
Kolb & IM Rubin (eds.), 2007, The organizational behavior reader, 8th edn, Pearson Prentice Hall, New Jersey, USA, pp. 307‐314.
Tyler, TR 2006, ‘Psychological perspectives on legitimacy and legitimation’, Annual review of Psychology, vol. 57, pp. 375–400. Week 3 Personality and Values ‐Recommended Readings:
Clarke, S & Robertson, IT 2005, ‘A meta‐analytic review of the Big Five personality factors and
accident involvement in occupational and non‐occupational settings’Journal of Occupational and Organizational Psychology, vol. 78, p. 355
Davis, GF 2010, ‘Commentary ‐ Job design meets organizational sociology’, Journal of Organizational Behavior, vol . 31, pp. 302–308.
George, JM & Jones, GR 2008,Understanding and Managing Organizational Behavior, 6th edn, Pearson Prentice Hall, New Jersey. pp. 3 – 23.
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Hofstede, G 1984, Cultural Dimensions in Management and Planning, Asia Pacific Journal of Management.
Lievens, F Highhouse, S & De Corte, W 2005, ‘The importance of traits and abilities in supervisors’
hirability decisions as a function of method of assessment’, Journal of Occupational and Organisational Psychology, vol. 78, pp. 453.
Robertson, I & Callinan, M 1998, ‘Personality and work behaviour’, European Journal of Work & Organizational Psychology, vol. 7, pp. 321‐340.
Week 4 Emotions and Moods ‐ Recommended Readings:
Ashkanasy, NM & Daus, CS 2002, ‘Emotion in the workplace: The new challenge for managers’ The Academy of Management Executive, vol. 16, issue.1. pp. 76‐86.
Bar‐On, R & Parker, JD (eds). 2000, ‘The handbook of emotional intelligence: Theory, development, assessment and application at home, school and in the workplace. San Francisco. Jossey‐Bass.
Caruso, DR & Salovey, P 2004, ‘The Emotionally Intelligence Manager’. San Francisco. Jossey‐Bass.
Frederickson, BL 2001, ‘The role of positive emotions in positive psychology: The broaden‐and‐build theory of positive emotions’, American Psychologist, vol. 56, pp. 218‐226.
Gooty, J, Gavin, M & Ashkanasy, NM 2009, ‘Emotions research in OB: The challenges that lie ahead’, Journal of Organizational Behavior, vol. 30, pp. 833–838.
Mayer, JD Salovey P & Caruso DR, 2004, Emotional Intelligence: Theory, Findings and Implications. Psychological Inquiry, vol. 15, Issue 3, pp. 197‐215.
Rode, JC, Mooney, CH, Arthaud‐Day, ML, Near, JP, Baldwin, TT, Rubin, RS & Bommer, WH 2007, ‘Emotional intelligence and individual performance, Evidence of direct and moderated effects’, Journal of Organizational Behavior, vol. 28, pp. 399–42.
Sy, T Tram, S & O’Hara, LA 2005, Relation of employee and manager emotional intelligence to job satisfaction and performance, Journal of Vocational Behaviour, vol 68. pp. 461‐473. Week 5 Motivation Concepts ‐ Recommended Readings:
George, JM & Jones, GR 2008,Understanding and Managing Organizational Behavior, 6th edn, Pearson Prentice Hall, New Jersey. pp. 180 – 204.
Hallowell, EM 2005, ‘Why smart people underperform’, Harvard Business Review, January, pp. 54‐62. Latham, GP & Pinder, CC 2005, ‘Work motivation theory and research at the dawn of the Twenty‐First Century’, Annual Review of Psychology, vol. 56, pp. 485‐516.
Meyer, JP, Allen, NJ & Topolnytsky, L 1998, ‘Commitment in a changing world of work’, Canadian Psychology, vol. 39, pp. 83‐93. Schmidt, J, Steel, P & Shultz, J 2008, Refining the relationship between personality and subjective well‐being. Psychological Bulletin, vol. 134, issue 1, pp. 138 – 161.
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Staw, BM 1976, ‘The self‐perception of motivation’, in BM Staw (ed.), Psychological dimensions of organizational behavior, 3rd edn, Pearson Prentice Hall, New Jersey, USA, pp. 157‐171. Week 6 Motivation Concepts to Application ‐ Recommended Readings:
Cordery, JL 1999, Job design and the organisational context. In M. Griffin & J. Langham‐Fox (Eds.). Human performance and the workplace. pp. 5–15. Melbourne, Australia: Australian Psychological Society.
Davis, GF 2010, ‘Commentary ‐ Job design meets organizational sociology, Journal of Organizational Behavior, vol . 31, pp. 302–308.
de Sitter, LU, den Hertog, JF, & Dankbaar, B 1997, From complex organizations with simple jobs to simple organizations with complex jobs, Human Relations, 50: 497–534.
Dutton, JE Roberts, LM & Bednar J 2010 Pathways for positive identity construction at work: Four types of positive identity and the building of social resources. Academy of Management Review, vol. 35, pp. 265–293.
Holland, P, Sheehan, C, Donohue, R, & Pyman, A 2007, Contemporary issues and challenges in HRM, Tilde University Press, Prahran, Victoria, Australia, ‘Psychological contracts’, Chapter 5, pp. 85‐100. Kilduff, M & Brass, DJ 2010, ‘Commentary ‐ Job design: A social network perspective’, Journal of Organizational Behavior, vol. 31, pp. 309–318.
Luthans, F, & Avolio, BJ 2009a, Point ‐ The ‘‘point’’ of positive organizational behaviour. Journal of Organizational Behavior, vol. 30, pp. 291–307.
Newstrom, JW 2011, Organizational behavior: Human behavior at work, 13th edn, McGraw‐Hill Irwin, New York, USA, ‘Empowerment and Participation’ (Chapter 8) pp. 194‐213.
Ng, TWH, Sorensen, KL & Feldman, DC 2007, ‘Dimensions, antecedents, and consequences of workaholism: A conceptual integration and extension’, Journal of Organizational Behavior, vol. 28, pp. 111–136.
Ng, TWH & Feldman, DC 2008, ‘Long work hours: A social identity perspective on meta‐analysis data’, Journal of Organizational Behavior, vol. 29, pp. 853–880.
Rousseau, DM 1995, Psychological contracts in organizations: Understanding written and unwritten agreements, Sage Publications Inc, California, USA, ‘Violating the contract’ (Chapter 5) pp. 111‐140.
Week 7 Groups and Teamwork ‐ Recommended Readings:
Alderfer, CP 1987, ‘An intergroup perspective on group dynamics’, in JS Ott (ed.), Classic readings in organizational behavior, 2nd edn, Wadsworth Publishing Co .,California, USA, pp. 506‐512.
Gabarro, JJ & Kotter, JP 2005, Managing your Boss, Harvard Business Review, vol. 83. Pp. 92‐99.
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Gevers, JMP & Peeters, MAG 2009, ‘A pleasure working together? The effects of dissimilarity in team member conscientiousness on team temporal processes and individual satisfaction’, Journal of Organizational Behavior, vol. 30, pp. 379–400.
George, JM & Jones, GR 2008,Understanding and Managing Organizational Behavior, 6th edn, Pearson Prentice Hall, New Jersey. pp. 302 – 361.
Hackman, RJ, Wageman, R, Ruddy, TM & Ray, CL 1998, ‘Team effectiveness in theory and practice’,
International Review of Industrial and Organizational Psychology, Wiley, New York, USA, Chapter 5,
pp. 109 –129.
Kalliath, T, Thomas, B, Brough, P, O'Driscoll, M, Manimala, M, & Siu, OL 2010,
Organisational Behaviour: An Organisational Psychology Perspective for the Asia Pacific Australia: McGraw‐Hill.
Kilduff, M & Brass, DJ 2010, ‘Commentary ‐ Job design: A social network perspective’, Journal of Organizational Behavior, vol. 31, pp. 309–318.
Ng, T,WH & Feldman, DC 2009, Age, work experience, and the psychological contract, Journal of Organizational Behavior,vol.30, pp. 1053–1075
Parise, S & Rollag, K 2010, ‘Emergent network structure and initial group performance: The moderating role of pre‐existing relationships’, Journal of Organizational Behavior, vol. 31, pp. 877–897.
West, MA, Borrill, CS & Unsworth, KL 1998, ‘Team effectiveness in organizations’, International Review of Industrial and Organizational Psychology, Wiley, ), New York, USA, (Chapter 1), pp. 1‐48.
Week 8 Leadership ‐ Recommended Readings:
Avolio, BJ, Walumbwa, FO, & Weber, TJ 2009, ‘Leadership: Current theories, research and future
directions’, Annual Review of Psychology, vol. 60, pp. 421‐449.
Einarsen, S, Shanke Aasland, M, & Skogstad, A 2007, ‘Destructive behaviour: A definition and
conceptual model’, The Leadership Quarterly, 18, 207‐216.
Moss Kanter, R, 2010, Powerlessness corrupts, Harvard Business Review, vol. 88, pp. 36.
Piccolo, RF, Greenbaum, R, den Hartog, DN & Folger, R 2010, ‘The relationship between ethical leadership and core job characteristics’, Journal of Organizational Behavior, vol. 31, pp. 259–278. Zaleznik, A 2004, ‘Managers and leaders: Are they different?’ Harvard Business Review, vol. 82, pp. 74‐81. Week 9 Power and Politics ‐ Recommended Readings:
Astley, WG & Zajac, EJ 1990, ‘Beyond dyadic exchange: Functional interdependence and sub‐unit power’, Organization Studies, vol. 11, pp. 481‐502.
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Dubrin, AJ 2009, Political behavior in organizations, Sage Publications, Los Angeles, USA, ‘Factors contributing to political behaviour in organizations’, pp. 12‐19.
Moss Kanter, R 2010, ‘Powerlessness corrupts’, Harvard Business Review, vol. 88, p. 36. Turner, JC 2005, Explaining the nature of power: A three‐process theory, European Journal of Social Psychology, vol. 35, pp. 1–22. Week 10 Organisational Structure ‐ Recommended Readings:
Anand, N & Daft RL 2007, ’What is the right organization design?’ Organizational Dynamics, vol. 36, pp. 329–344. Astley, GW, & Zajac, EJ, 1990, Beyond Dyadic Exchange: Functional Interdependence and Sub‐unit Power, Organisation Studies, vol. 11, no. 4, pp. 481 – 501.
de Sitter, LU, den Hertog, JF & Dankbaar B 1997, ‘From complex organizations with simple jobs to simple organizations with complex jobs’, Human Relations, vol. 50, 497–534.
Hamel, G & Prahalad, KC 2005, ‘Strategic intent’, Harvard Business Review, vol. 83, pp. 148‐161.
Morris, JR Cascio WF & Young, CE 1999, Downsizing after all these years: Questions and answers
about who did it, how man did it and who benefited from it. Organisational Dynamics.
Shoemaker, PJH & Day, GS 2009, ‘How to make sense of weak signals’, MIT Sloan Management Review, Spring, pp. 81‐89.
Week 11 Organisational Culture ‐ Recommended Readings:
Brown, DR & Harvey, D 2005, ‘An Experiential Approach to Organisational Development, 6th Ed. Chapter 15. pp. 439 – 441.
Duchon, D & Burns, M, 2008, Organisational Narcissism, Organisational Dynamics, vol. 37. No. 4, pp. 354 – 364.
Hofstede. G 1984, ‘Cultural Dimensions in Management and Planning’, Asia Pacific Journal of Management, pp. 81 – 99.
Pinto, J, Leana, CR, & Pil, FK 2008, ‘Corrupt organizations or organizations of corrupt individuals? Two types of organization‐level corruption’, Academy of Management Review, vol. 33, pp. 685–709. Schein, EH & Greiner, LE 2001, ‘Organizational culture’ In J.S. Oslans (Ed.), The Organizational Behaviour Reader, pp. 398‐427.New Jersey: Prentice Hall Inc.
Week 12 Change and Stress Management ‐ Recommended Readings:
Bovey, WH & Hede, A 2001, Resistance to organisational change: The role of defence mechanisms,
Journal of Managerial Psychology. vol. 16. Pp. 534 – 548.
Hallowell, EM 2005, ‘Why smart people underperform’, Harvard Business Review, January, pp. 54‐62.
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Harrington, B & Ladge JJ 2009, ‘Work–Life integration, Present dynamics and future directions for
organizations’, Organizational Dynamics, vol. 38, pp. 148–157.
Merron, K 1993,‘Let's bury the term "resistance"’, Organization Development Journal, vol. 11, pp. 77‐86.
McShane, S, Olekalns, M & Travaglione, T 2010, Organisational behaviour on the Pacific Rim, 3rd edn,
McGraw‐Hill, North Ryde, NSW, Australia, ‘Leadership’, pp. 454‐477.
Newstrom, J 2011, Organisational Behaviour: Human Behaviour at Work (13th ed). Managing Change,
Chapter 4. Pp. 358 – 382. New York, USA, McGraw‐Hill.
Ng, TWH & Feldman, DC 2008, ‘Long work hours: A social identity perspective on meta‐analysis data’,
Journal of Organizational Behavior, vol. 29, pp. 853–880.
Quick, JD, Henley, AB & Quick, JC 2004, ‘The balancing act – At work and at home’, in JS Osland, ME
Turner, DA Kolb & Rubin, IM (eds.), 2007, The Organizational Behaviour Reader, 8th edn, Pearson Prentice Hall, New Jersey, USA, pp. 262‐276.
Waddell, D & Sohal, AS 1998, ‘Resistance: A constructive tool for change management’,
Management Decision, vol. 36, pp. 543‐548.
Journals and Periodicals Apart from books, you will find it valuable to get into the practice of reading relevant articles from journals and periodicals (including newspapers and magazines). Academy of Management Executive Academy of Management Journal Academy of Management Review Administrative Science Quarterly Annual Review of Psychology Asia Pacific Journal of Human Resources California Management Review Harvard Business Review Human Relations International Journal of Organisational Behaviour Journal of Applied Psychology Journal of Management Journal of Managerial Psychology Journal of Occupational Psychology Journal of Organisational Behaviour Management Journal of Organizational Behaviour Journal of Personality & Social Psychology Journal of Management and Organisation MIT Sloan Management Review Organizational Behaviour & Human Performance Organizational Dynamics Organization Studies.
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Useful Websites http://www.utas.edu.au/business‐and‐economics/student‐resources
My Learning Online (MyLO) This unit is web supported and access to the online MyLO unit is required. Log into MyLO at: http://www.utas.edu.au/learning‐teaching‐online and then select BMA247 Onshore/Distance/Hong Kong from the list of units. For help using MyLO go to http://www.utas.edu.au/learning‐teaching‐online/new‐mylo/home .
Technical requirements for MyLO For help and information about setting up your own computer and web browser for MyLO, see: http://uconnect.utas.edu.au/
You can access the University network and MyLO via a laptop computer or other mobile device. See: http://uconnect.utas.edu.au/uana.htm
MyLO can be accessed in the Library computers and in computer labs. See: http://www.utas.edu.au/it/computing‐distributed‐systems/computer‐labs‐facilities‐and‐locations
For further technical information and help, contact the UTAS Service Desk on 6226 1818 or at http://www.utas.edu.au/service‐desk/
MyLO Expectations 1. Students are expected to maintain the highest standards of conduct across all modes of
communication, either with staff or with other students. Penalties may be imposed if the Unit Coordinator believes that, in any instance or mode of communication, your language or content is inappropriate or offensive. MyLO is a public forum. Due levels of respect, professionalism and high ethical standards are expected of students at all times.
2. Submission of assessment tasks via MyLO presumes that students have read, understood and
abide by the requirements relating to academic conduct, and in particular, those requirements relating to plagiarism. All work submitted electronically is presumed to be “signed‐off” by the student submitting as their own work. Any breach of this requirement will lead to student misconduct processes.
3. MyLO is an Internet service for teaching and learning provided by the University. It is expected that at least once a day students will check MyLO.
Student Feedback via eVALUate At the conclusion of each unit students will be asked to provide online responses to a number of matters relating to the learning and teaching within that unit. All students are asked to respond honestly to these questions, as all information received is used to enhance the delivery of future offerings.
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Changes to this Unit Based on Previous Student Feedback All lectures for this Unit are now pre‐recorded and accessible only on MyLO.
Details of Teaching Arrangements
Lectures A series of pre‐recorded weekly lectures will be available on MyLO. Students must listen to these online lectures and complete the self‐study questions related to each week’s lecture before the weekly workshops/tutorials. Please note this relates to Assessment Item 2 (See page 17). There will be no face‐to‐face lectures in this Unit. Students are expected to come to workshops prepared to discuss the topic and their responses to the self‐study questions. Students are also expected to participate in the activities in the workshops. Students enrolled by Distance mode will be advised on procedures for submission of self‐study questions during Week 1.
Workshops (Tutorials) Note that the tutorial program does not commence until week two of semester. In order for
workshops (tutorials) to be worthwhile and enjoyable, students are expected to have read relevant
text chapters containing theory and expanded in lectures – this learning and understanding is then
applied in tutorials. Students are also expected to complete the self‐study questions (that are
embedded in the weekly lecture) and bring responses for discussion in the workshops/tutorials.
All students are required to enrol in a tutorial via MyLO during the first week of semester. Unenrolled students, at the end of week one, will be allocated to a tutorial by the Unit Coordinator. Online support for students enrolled by Distance mode will be advised during Week 1.
Communication, Consultation and Appointments Email Correspondence: Students are also expected to check their UTAS email site on a regular basis (at least three times a week). Students submitting requests or queries to staff via email should provide very clearly their: Family name: Preferred name; Student ID; Unit code (i.e. BFA103) and allow teaching staff at least two (2) business days to reply. Staff are not required to respond to emails in which students do not directly identify themselves, which are threatening or offensive, and that come from external (non‐UTAS) email accounts. Students are advised not to have their UTAS email forwarded to an external email service (such as Gmail or Hotmail). In the past there have been significant issues where this has occurred, resulting in UTAS being blacklisted by these email providers for a period of up to one month. MyLO News: Students are expected to check the MyLO News Item on a regular basis (at least three times a week) for updates and useful information on successfully completing this Unit. Consultation and Appointment: All consultation with the Unit Coordinator and respective Lecturers will be by appointment. Consultation times for tutors will be advised during the first workshop/tutorial.
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Assessment
Assessment Schedule In order to pass this unit you must achieve an overall mark of at least 50 per cent of the total available marks. Details of each assessment item are outlined below.
Assessment Items Due Date Value/Weighting Link to Learning Outcomes
3 x Reflective Summaries
Please refer to Assessment Item 1 for due dates
15 marks 1 and 2
Workshop/Tutorial Participation
Weeks 2 ‐ 12 15 marks 1 and 2
Argumentative Essay
Friday 25 April 2013 30 marks 1, 2 and 3
Exam
Exam period 40 marks 1, 2, 3 and 4
Assessment Item 1 – Reflective Summaries
Task Description: Critical to your development as an independent lifelong learner is your ability
to reflect on and learn from your experience. Most organisations recruit
their employees on a range of skills, of which reflective practice ranks highly.
Consequently, we ask you to engage with the process of critical self‐
reflection. You are required to submit three (3) reflective summaries during
that semester that focus on the experiential exercises in the
workshops/tutorials. You should submit one (1) reflection that relates to a
tutorial at the individual, group and organisational level analysis of
behaviour. Academic referencing is not required for these summaries
Task Length 500 words each (+/10%)
Assessment Criteria: A detailed assessment rubric will be provided on MyLO.
Link to Unit’s Learning Outcomes: Learning Outcomes 1 and 2.
Due Date: Individual level analysis reflection due 4 April, 2014 Group level analysis reflection due 2 May, 2014 Organisational level analysis reflection due 30 May, 2014.
Value: 15 marks.
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Assessment Item 2 – Workshop/Tutorial Participation
Task Description: This cumulative task is designed to assist students with their understanding
of organisational behaviour theory and being able to recognise its relevance
to contemporary business practice. Students will be assessed on their ability
to contribute to in‐class discussions and on the preparation they have
undertaken towards this contribution. Each week students will be required
to complete self‐study questions and bring their answers along to the weekly
workshop/tutorial. The self‐study questions relate to the lecture and
workshop top of that week and will be announced in the online lecture
recording. The self‐study questions do not require references. They will be
reviewed but not collected by your tutor.
Task Length See evaluation rubric on MyLO
Assessment Criteria: A detailed assessment rubric will be available on MyLO.
Link to Unit’s Learning Outcomes:
Learning Outcomes 1 and 2.
Due Date: Cumulate: Weeks 2 – 12.
Value: 15 marks.
Assessment Item 3 – Argumentative Essay
Task Description: Students are required to read the Point/ Counterpoint ‘ Gen Y are really Gen N’ topic on page 103 of the Robbins et al., 2014 textbook. Using the theory and concepts relating to personality and values contained in your text, argue for or against the belief that Generation Y are more narcissistic than previous generations. The specific stance that you take must be argued using academic literature and research. You should refer to these sources using the School of Management adopted referencing style (Harvard system).
An argumentative essay requires you to develop a perspective on a topic and defend it. Usually there is no right or wrong answer so the ability to argue your viewpoint becomes critical to your mark. You are required to use research to define what you are arguing about and present the facts in an orderly fashion as you see them ‐ all of which lead to an inevitable conclusion (as you would want the reader to come to).
Argumentative essays need to be written in “third person” – to appear objective you need to take yourself, as the author, and also the reader out of the equation, this means not using “I”, “me” (or first person) and “us”, “we” (or second person). Another reason for following this convention is some readers may so object to being openly co‐opted or coerced to your point of view, that in the end they express their displeasure at your presumption by disagreeing with your viewpoint entirely. Structure The introduction in an argumentative essay should have links between the
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topic and an outcome; could contain a question; should state a counter‐argument to your viewpoint and contain your viewpoint. It should not have supporting evidence for your viewpoint nor a solution.
The body of the essay should address key issues and provide supporting evidence. Where a key issue and evidence can run over a few paragraphs, one paragraph should not contain more than one issue or provide supporting evidence for more than one issue. It is a good idea to re‐state your position throughout the essay as it is easy for readers to forget what you are arguing. The conclusion should mirror the introduction, re‐state key issues raised in
the body, and offer a solution or suggestion
Task Length 1500 words (+/‐ 10%) excluding reference list. A minimum of ten (10)
academic references is required.
Assessment Criteria: A detailed assessment rubric will be available on MyLO
Link to Unit’s Learning Outcomes:
Learning Outcome 3
Due Date: Friday 25 April, 2014
Value: 30 marks
Your final examination for this unit will be held during the scheduled examination period as indicated by Student Administration in correspondence to you. Examinations will normally be scheduled Monday to Saturday inclusive. Examinations may be held during the day or evening and students should consult the university information which will be made available towards the end of semester. You are advised to make any necessary arrangements with employers now for time off during the examination period to sit this examination. Your participation at the scheduled time is not negotiable unless there are exceptional circumstances. Note that you will be expected to sit the examination at your recorded study centre. To find out more go to the Exams Office website: http://www.utas.edu.au/exams/home .
How Your Final Result Is Determined. In order to pass this Unit you must achieve an overall mark of at least 50% of the total available marks.
Submission of Assessment Items
Lodging Assessment Items Assignments must be submitted electronically through the relevant assignment drop box in MyLO. All assessment items must be handed in by 2.00pm on the due date. Where appropriate, unit coordinators may also request students submit a paper version of their assignments.
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All assignments must have a TSBE Assignment Cover Sheet, which is available as a blank template from the TSBE website: [http://www.utas.edu.au/business‐and‐economics/student‐resources]. All assignments must include your name, student ID number, tutorial day/time, and your tutor’s name. If this information is missing the assignment will not be accepted and, therefore, will not be marked. Please indicate on the Cover Sheet the Assessment Item number (for example Reflective Writing Task 1). Please remember that you are responsible for lodging your assessment items on or before the due date. We suggest you keep a copy. Even in ‘perfect’ systems, items sometimes go astray.
Late Assessment and Extension Policy In this Policy
(a) ‘day’ or ‘days’ includes all calendar days, including weekends and public holidays;
(b) ‘late’ means after the due date and time; and
(c) ‘assessment items’ includes all internal non‐examination based forms of assessment
2. This Policy applies to all students enrolled in Faculty of Business Units at whatever Campus or geographical location.
3. Students are expected to submit assessment items on or before the due date and time specified in the relevant Unit Outline. The onus is on the student to prove the date and time of submission.
4. Students who have a medical condition or special circumstances may apply for an extension. Requests for extensions should, where possible, be made in writing to the Unit Coordinator on or before the due date. Students will need to provide independent supporting documentation to substantiate their claims.
5. Late submission of assessment items will incur a penalty of 10% of the total marks possible for that piece of assessment for each day the assessment item is late unless an extension had been granted on or before the relevant due date.
6. Assessment items submitted more than five (5) days late will not be accepted.
7. Academic staff do NOT have the discretion to waive a late penalty, subject to clause 4 above.
Academic Referencing and Style Guide In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others and maintain academic integrity.
Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.
The appropriate referencing style for this unit is: the Harvard style. For information on presentation of assignments, including referencing styles: http://utas.libguides.com/referencing
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Review of Assessment and Results
Review of Internal Assessment It is expected that students will adhere to the following policy for a review of any piece of continuous/internal assessment. The term continuous/internal assessment includes any assessment task undertaken across the teaching phase of any unit (such as an assignment, a tutorial presentation, and online discussion, and the like), as well as any capstone assignment or take‐home exam. Within five (5) days of release of the assessment result a student may request a meeting with the assessor for the purpose of an informal review of the result (in accordance with Academic Assessment Rule No. 2 Clause 22 – www.utas.edu.au/university‐council/university‐governance/rules). During the meeting, the student should be prepared to discuss specifically the marks for the section(s) of the marking criteria they are disputing and why they consider their mark(s) is/are incorrect. The assessor will provide a response to the request for review within five (5) days of the meeting. If the student is dissatisfied with the response they may request a formal review of assessment by the Head of School, with the request being lodged within five (5) days of the informal review being completed. A Review of Internal Assessment Form must be submitted with the formal review (http://www.studentcentre.utas.edu.au/examinations_and_results/forms_files/review_of_assessment.pdf).
Review of Final Exam/Result In units with an invigilated exam students may request a review of their final exam result. You may request to see your exam script after results have been released by completing the Access to Exam Script Form, which is available from the TSBE Office, or at the following link – http://www.utas.edu.au/business‐and‐economics/student‐resources. Your unit coordinator will then contact you by email within five (5) working days of receipt of this form to go through your exam script. Should you require a review of your final result a formal request must be made only after completing the review of exam script process list above. To comply with UTAS policy, this request must be made within ten (10) days from the release of the final results (in accordance with Academic Assessment Rule No. 2 Clause 22 – www.utas.edu.au/university‐council/university‐governance/rules). You will need to complete an Application for Review of Assessment Form, which can be accessed from www.studentcentre.utas.edu/examinations_an_results/forms_files/review_of_assessment.pdf. Note that if you have passed the unit you will be required to pay $50 for this review. The TSBE reserves the right to refuse a student request to review final examination scripts should this process not be followed.
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Further Support and Assistance If you are experiencing difficulties with your studies or assessment items, have personal or life‐planning issues, disability or illness which may affect your study then you are advised to raise these with your lecturer or tutor in the first instance. If you do not feel comfortable contacting one of these people, or you have had discussions with them and are not satisfied, then you are encouraged to contact the Director of Undergraduate Programs:
Name: Mr David Kronenberg Room: 409, Commerce Building, Sandy Bay Phone: +61 3 6226 2280 Email: [email protected]
Students are also encouraged to contact their Undergraduate Student Adviser who will be able to help in identifying the issues that need to be addressed, give general advice, assist by liaising with academic staff, as well as referring students to any relevant University‐wide support services. Please refer to the Student Adviser listings at www.utas.edu.au/first‐year/student‐advisers for your advisers contact details. There is also a range of University‐wide support services available to students, including Student Centre Administration, Careers and Employment, Disability Services, International and Migrant Support, and Student Learning and Academic Support. Please refer to the Current Students website (available from www.utas.edu.au/students) for further information. If you wish to pursue any matters further then a Student Advocate may be able to assist. Information about the advocates can be accessed from www.utas.edu.au/governance‐legal/students‐complaints . The University also has formal policies, and you can find out details about these policies from the following link – www.utas.edu.au/governance‐legal/student‐complaints/how‐to‐resolve‐a‐student‐complaint/self‐help‐checklist.
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Academic Misconduct and Plagiarism Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:
(a) seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or
(b) improperly disadvantages any other student.
Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline. This can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in the Ordinance of Student Discipline – Part 3 Academic Misconduct, see http://www.utas.edu.au/universitycouncil/legislation/. Plagiarism is a form of cheating. It is taking and using someone else’s thoughts, writings or inventions and representing them as your own, for example:
using an author’s words without putting them in quotation marks and citing the source;
using an author’s ideas without proper acknowledgment and citation; or
copying another student’s work.
using ones’ own work from previously submitted assessment items if repeating a unit. If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity resources on the web at http://www.academicintegrity.utas.edu.au/ The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course, or the University. The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed. For further information on this statement and general referencing guidelines, see http://www.utas.edu.au/plagiarism/ or follow the link under ‘Policy, Procedures and Feedback’ on the Current Students homepage.
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Tutorial/Workshop Program
Note that the tutorial program does not commence until week two of semester. Please ensure you
have completed the self‐study questions (included in each weeks lecture recording) and bring your
responses to the workshop/tutorial. Arrangements for submitting self‐study question responses for
students enrolled by Distance mode, will be advised during Week 1.
Week Two:
Tutorial 1: Exploring self and individual differences in an open forum.
The goal in this tutorial is to emulate a natural exploration of self, and introduction of self to others
and of others to us. The activities focus on building trust within the group by sharing information
and exploring group values and norms. Students will gain experience interviewing another person
which is a key skill for a manager. An additional activity will consider individual differences and the
potential for stereotyping.
Week Three:
Tutorial 2: Exploring self and individual difference using theory.
The goal in this tutorial is to define self and introduce self to others in a more structured ‘work‐like’
environment using management measurement tools underpinned by theory and science. Questions
such as: ‘How much do you reveal about yourself?’ and ‘How well do you actually know yourself?’
will be discussed.
Week Four:
Tutorial 3: Personality and Values
The goal in this tutorial is to develop an understanding of the Big Five Model – a well‐researched and
supported personality assessment model, through a case study analysis. Students will be introduced
to the concept of the ‘Corporate Psychopath’ through a video and identify strategies for managing
challenging personalities in the workplace. The argumentative essay will also be discussed.
Week Five:
Tutorial 4: Mood, emotion and affective events theory in group performance.
The goal of this tutorial is to introduce students to the effects of positive affect and negative affect,
mood and/or emotion on group performance through contagion.
Week Six:
Tutorial 5: Motivation Concepts.
The goal of this tutorial is to introduce students to key theories of motivation. Firstly students will
consider the Expectancy Theory and how its elements affect a person’s level of effort towards job
performance. The second exercise is designed to help students understand employee needs in the
workplace and will explore perceived gender and generational differences in needs.
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Students are reminded to read the journal article listed below for Week 7 before next week’s tutorial.
Week Seven:
Tutorial 6: Motivation Concepts to Applications.
This tutorial will focus on assessing employee motivation and satisfaction using the Job
Characteristics Model. Through this activity students will examine outcomes of the job
characteristics model for different professions. Additionally, a discussion will be lead based on the
following article ‐ Why is it important to consider the social network in relation to the elements of
the job characteristics model?
Kilduff, M & Brass, DJ 2010, ‘Job Design: a social network perspective’, Journal of Organisational Behaviour, vol. 31, pp 309–318.
Week Eight:
Tutorial 7: Understanding team role and group and individual problem‐solving and decision‐making.
The goal of this tutorial is to answer the question – why do we need groups? In the process we will
test some research findings in the literature regarding the efficacy of group – are groups always the
best solution or are individuals simply better at some tasks than group? We will also explore process
losses in groups – what are they and why do they happen. Through a video we will consider
different aspects of group norms and socialisation process and how they are involved in
perpetuating corrupt behaviour.
Week Nine:
Tutorial 8: Managing leaders and leaders in management.
The activities in this tutorial are designed to broaden awareness and elicit students’ understanding
of leadership at three levels:
Value‐based propositions and characteristics attributed to leaders (by lay people)
Students’ personal orientations (self‐awareness of who they may follow and why) and
The interaction of power, politics and leadership (objective view of leadership).
Students are reminded to read the journal article listed below for Week 10 before next week’s
tutorial.
Week Ten:
Tutorial 9: Influence tactics and organisational politics and sources of power in the workplace.
The goal of this tutorial is to develop an understanding of organisational politics and influence tactics
through case study analysis. Students will refer to the following article to consider in their discussion:
http://hbr.org/2012/04/the‐real‐leadership‐lessons‐of‐steve‐jobs/ar/1
Additional activities will encourage students to consider ‐ what sources of power can facilitate
organisational performance and effectiveness? What forms of influence can be applied when
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working with co‐workers? What is your preference for each influence tactic when working with co‐
workers?
Week Eleven:
Tutorial 10: The concepts of ‘organisation’ as a social construct.
The goal of this tutorial is to delve beneath technical and structural approaches of defining
organisations to understanding their social significance which lends to a social constructionist
definition of organisation. What are the real impacts of different forms of organisation? Could this
simple element really have contributed to the global climate and energy crisis? We will explore
solutions using alternative structures and test their performance against conventional structures.
Week Twelve:
Tutorial 11: Exploring the influence of culture on behaviour and how organisational culture is transmitted to new employees. The goal of this tutorial is to explore how organisations create and sustain culture. Through a case
study analysis students will consider – How do you design an appropriate socialisation program? A
video will then provide an opportunity for students to evaluate another organisational culture. How
does this organisation create a ‘voice’ through its culture? Can an employee survive in organisation
if he or she rejects the organisation’s core values?
The Unit Review and Exam preparation will commence this week. Students will be provided with a
practice exam to complete in class with tutor feedback to enhance exam preparation and technique.
Students are encouraged to bring lecture and workshop/ tutorial notes, reflective summaries, self‐
study question responses and the textbook to this tutorial as these form the basis of the exam.
Week Thirteen:
Tutorial 12: Change and Stress Management
The goal of this tutorial is to develop strategies to manage the forces impacting on the change
process. Students will address the question through a role play – ‘How did you balance the process
of increasing driving forces at the time you decreased restraining forces?’ The Unit Review and
Exam preparation will continue this week. Students will continue working on the practice exam to
complete in class with tutor feedback to enhance exam preparation and technique. Students are
encouraged to bring lecture and tutorial notes, reflective summaries and the textbook to this tutorial
as these form the basis of the exam.
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Study Schedule
Week
Start of Week
Text Chapter
Topic
Due Dates
1 24 February
Chapter 1
Structure, assessment and Unit overview. Introduction to OB.
2 3 March
Chapters 2 & 3
Individuals and how they differ: Attitudes and Job Satisfaction
3 10 March
Chapter 4 Individuals and how they differ: Personality and Values
4 17 March
Chapter 5 Individuals and how they differ: Emotions and Moods
5 24 March
Chapters 7 Individuals and how they differ: Motivation Concepts
6 31 March
Chapter 7 Individuals and how they differ: Motivation Concepts to Application
Individual level analysis reflective summary due Friday 4 April 2014.
7 7 April
Chapters 8 & 9 Individuals and Group/Team Context: Groups and Teamwork
8 14 April
Chapter 11 Individuals and Group/Team Context: Leadership
Argumentative Essay due Friday 25 April 2014
Mid‐semester break: Friday 18 – Friday 25 April inclusive
9 28 April
Chapter 12 Individuals and Group/Team Context: Power and Politics
Group level analysis reflective summary due Friday 2 May 2014.
10 5 May
Chapter 14 Individuals and the Organisational Context: Foundations of Organisational Structure
11 12 May Chapter 15 Individuals and the Organisational Context: Organisational Culture
12 19 May
Chapter 16 Individuals and the Organisational Context: Change and Stress Management
13 26 May
Unit Review and Exam Preparation Organisational level analysis reflective summary due Friday 30 May 2014.
Examination Period: 7 – 24 June 2014