MANAGEMT 7087NA - Managing Contemporary Organisations
Ngee Ann Academy - Quadmester 1 - 2016
The course information on this page is being finalised for 2016. Please check again before classes commence.
General Course Information
Course Code MANAGEMT 7087NA Course Managing Contemporary Organisations Coordinating Unit Business School Term Quadmester 1 Level Postgraduate Coursework Location/s Ngee Ann Academy Units 3 Available for Study Abroad and Exchange Y Incompatible MANAGEMT 7037 Restrictions Restricted to Certificate, Grad Dip and Master of Business Administration students only. Course Description This course exposes students to some key influences and perspectives on the management of organisations. Its focus is primarily on human issues that affect and are dealt with by managers day-to-day. The course is an extension of "Fundamentals of Leadership" and provides the background and theoretical framework for more advanced studies in business management. Some of the topics addressed may, at first, seem somewhat theoretical or even 'philosophical' in nature, but the whole course is designed to provide students with the foundation for practical action in the field. The ability to analyse and to think clearly and independently about these issues will be the basis of effective action.
Managing Contemporary Organisations begins by examining the nature of 'organisation' as an 'open system'. We then look at the management challenge in relation to various facets of organisation - learning, motivation, politics, performance, ethics, culture, innovation, decision-making, structure and change.
Throughout the course there is an emphasis on thinking about and asking important questions, rather than fixing on 'right' answers.
Course Coordinator: Dr Chris SmithDr. Chris Smith
Chris started his working life as a clinical psychologist in the psychiatric unit of a general hospital. After several years he moved into the business sector and, via a corporate HR role, occupied a number of general management/CEO positions across a variety of industries in Australia and the UK. In the mid-90s he left the business world for the academic one and joined Warwick Business School (UK) where he is currently an Associate Fellow of the Marketing and Strategic Management Group. In 2002 he moved to South Australia and became a full-time faculty member of the University of Adelaide Business School. He teaches on MBA and executive education programmes across a variety of international settings.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of the course will be able to:
Analyse complex organizational environments, cases and issues by reference to and application of relevant theories, concepts and models i.e.
- Students will be exposed to some key influences and perspectives on the management of organisations
- Students will identify important questions in relation to the management of organisations, for which they need to develop their own ‘right’ answers
- Students will explore the relationship between individual experience and organisational behaviour
- Students will be introduced to a systems view of organisational dynamics and will explore the implications of a systems perspective for the role and challenges of management
University Graduate Attributes
No information currently available.
Required ResourcesThe text for this course is
- Huczynski, A. A. and Buchanan, D. (2013) Organizational Behavior 8th Ed. Prentice-Hall/Pearson Education.
Online LearningNo specific online learning facilities are part of the course other than the usual communication and sharing of information/papers via MyUni.
Please ensure that your MyUni email address is one through which you can be contacted.
Learning & Teaching Activities
Learning & Teaching Modes
The sessions will comprise input from the lecturer and group/individual work based on case studies, videos and supplied topics.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
This is a standard ‘3 Unit’ MBA course which requires about 156 hours of student effort. These 156 hours includes the time spent in class and undertaking assessment as well as the reading and assignment preparation you must undertake outside of the class hours.
Learning Activities Summary
Session 1: Causal analysis and managerial judgement
With this context this session we will unpack the concept of judgment and in particular how the results of any analysis will be the groundwork for all decisions that a manager makes. If the analysis is wrong it is highly probable that the decision will also be wrong.
Chapters 1-4 Huczynski and Buchanan
Kim, D. H. (1992) Guidelines for drawing causal loop diagrams. The Systems Thinker, 3(1):5-6.
Schumpeter: In praise of laziness. Businesspeople would be better off if they did less and thought more
The Economist. (17 Aug. 2013)
Session 2: The individual
There are a variety of individual processes including intelligence, personality, perception, attitudes and thinking that influence our behaviour, the decisions we make, our views of the other people, our perspectives on why other people behave as they do compared with ourselves, etc. Physical and social ‘genetics’ give us habitual ways of responding in particular situations.
Chapters 5- 8 Huczynski and Buchanan
Dunning, D. (2013) The paradox of knowing, The Psychologist 26(6): 414-17.
Lovallo, D and Sibony O. (2010) The case for behavioural strategy. The McKinsey Quarterly March: 1-10.
Morality: Rose-coloured spectacles? Cheats may or may not prosper, but they despise themselves for
cheating. The Economist, (24 Jan. 2010.)
Myths about millennials. Businesses should beware of dubious generalisations about younger workers.
The Economist (1 Aug. 2015)
Nothing more than feelings The Economist (7 Dec. 2013)
Personality, social media and marketing. No hiding place. .A plan to assess people’s personal
characteristics from their Twitter-streams The Economist (May 2013.)
Personality testing at work: Emotional breakdown. Can leaders be identified by psychometrics?
The Economist (6Apr. 2013).
Schumpeter: In praise of misfits. Why business needs people with Asperger’s syndrome, attention-deficit
disorder and dyslexia, The Economist (2 June 2012)
Case: Lynndie England
Session 3: Motivation
Why do people do some things and not others? Why do some people work until midnight each day while others get off work as soon as they can? Why? One of the key requirements of effective management is that the manager’s subordinates continue to work efficiently and effectively, and even to improve their efficiency and effectiveness when their manager is not present.
Chapter 9 Huczynski and Buchanan
Dewhurst, M., Guthridge, M. and Mohr, E. (2009). Motivating People – getting beyond money McKinsey Quarterly (November): 1-5.
Digital Taylorism: A modern versions of “scientific management” threatens to dehumanise the workplace. The Economist (12 Sep 2015)
Free exchange: Making pay work. Why bosses should be careful when using performance-related pay
The Economist (25 May 2013)
Management by goal setting is making a comeback, its flaws supposedly fixed. The Economist (7 Mar
Ordonez, L.D., Schweltzer, E., Galinsky, A.D. & Bazerman, A.H. (2009). Goals gone wild: the systematic effects of over-prescribing goal setting, Academy of Management Practice, (February): 6-16.
Psychology: Time is not money. Thinking about it makes you a better person, not a worse one
The Economist, (5 Oct. 2013)
Case: Jackson Sweets
Session 4: Groups, roles and norms
In this session examine the structure and development of groups. The norms of the group and the roles we chose or are chosen to play demand particular behaviours and attitudes from us. For most of us the choice between being part of the group and being excluded by it is taken in the direction of group membership.
Chapter 10-13, Huczynski and Buchanan
Bryan, L. L., Matson, E. and Weiss, L. M. (2007). Harnessing the power of informal employee networks McKinsey Quarterly (4) 1-10.
Casciaro, T., and M. S. Lobo. (2005) Competent jerks, lovable fools, and the formation of social networks. Harvard Business Review, May-June: 92-99.
Facebook is bad for you; Get a life! Using the social network seems to make people more miserable
The Economist, (17 Aug. 2013)
The making of Bonecrusher, Esquire, 1999
Case: The making of Bonecrusher
Session 5: Social influence processes
Being with others has a major impact on how people behave and think as we (unknowingly at times) conform to group pressure and norms. Similarly we are always influenced by the rules and policies of the organization we are in and in particular by the commands of our bosses and of ‘the system’.
Chapter 10-13 Huczynski and Buchanan
How to thrive at work with the minimum of effort The Economist 2014 (25 March)
In the social-media age, bosses careers are more vulnerable than ever, The Economist, 2014 (11 October)
The psychology of power: Absolutely. Power corrupts, but it corrupts only those who think they deserve it
The Economist (21 Jan 2010)
Robertson, I. (2013) How power affects the brain. The Psychologist, 26(3): 186-9.
Case: Piper Alpha
Session 6: The context
In this session we will establish an overview of the organization as the prime context (environment) within which to understand the people (including ourselves) who work within those organizations.
Chapters 1-4 Huczynski and Buchanan
Schumpeter: The mindfulness business:Western capitalism is looking for inspiration in eastern mysticism
The Economist (16 Nov. 2013)
Heywood et al (2007) Cracking the complexity code. McKinsey Quarterly (2): 85-95.
Case: The Iran Hostage Case
Session 7: Organizational and job structure and design
It is often suggested, “structure follows strategy” in that organizations are theoretically designed and structured in the best way to deliver the planned strategy. From bureaucracies to the N-form there are intended and unintended consequences of structure. The challenge of developing the “best” structure is even greater in this era of globalization and the Internet.
Chapter 14-17 Huczynski and Buchanan
Agrawal, V., J. M. Manyika and J.E. Richards. (2003) Matching people and jobs. McKinsey Quarterly Special Edition. 70-8
Ghislanzoni et al (2010), Taking organizational redesign from plan to practice. McKinsey Quarterly 1-9
Inflexible organization destroys strategy The Economist, (6 Sept 2014)
Schumpeter: Montessori management. The backlash against running firms like progressive schools has
begun The Economist (7 Sept, 2013)
Case: Newton Engineering
Session 8: Conflict and conflict management
Conflict at the interpersonal, intergroup and inter-organizational level is an inevitable part of organizational life. Whether the conflict between tasks spills over into destructive conflict between people and how this is managed is an integral part of the manager’s day-to-day life.
Chapter 21 Huczynski and Buchanan.
A matter of trust Behaviour such as reciprocity and co-operation is not bred in the bone. Rather, it responds to incentives and experience The Economist 2001 (15 Feb)
Weiss, J. & Hughes, J (2005) Want collaboration? Accept and positively manage conflict, Harvard Business Review, March: 93-101.
Session 9: Decisions and Decision-making
Managers continuously make decisions individually and in groups; in fact the most important decisions in organizations, e.g. capital expenditure, brand campaigns, product development, whether to launch or not launch a space shuttle, etc. are always taken by groups. Unfortunately the most important decisions are often the ones that are the most uncertain both with respect to required expertise, the processes of deciding and the ranking of outcomes.
Chapter 20 Huczynski and Buchanan
How companies make good decisions. McKinsey Quarterly Dec. 2008: 1-7
Lovallo, D. P and Sibony, O. (2006) Distortions and deceptions in strategic decisions. The hidden traps in decision making. McKinsey Quarterly (1), September-October, 19-29.
Case: The Launch of space flight shuttle 51L (Written and video)
Session 10: Management and Leadership
In the good times the business press praises top business people as charismatic, decisive, and transformational and in the bad times (i.e. now!) as greedy, incompetent and overpaid. And each year there are new books in the airport bookstalls giving advice on how to be a great leader and/or manager. In this session we examine leadership and management and try and discover some of the simpler ‘truth’.
Chapter 19 Huczynski and Buchanan
Barsch, J., Mogelof, J and Webb, C. (2010) How centred leadership achieves extraordinary results. McKinsey Quarterly, 1-9.
The look of a leader. The Economist (27 Sept 2014)
Royal Bank of Scotland: What a disaster. Lessons from the collapse The Economist, (26 Oct. 2013)
Schumpeter: Going off the rails Companies need to keep an eye on their bosses for signs of destructive
behaviour. The Economist ( 30 Nov. 2013)
Sutton, B. (2010) Good bosses tune in. McKinsey Quarterly, (August): 2-10.
Schumpeter: Measuring management. It is no longer just a plausible theory that good management boosts
productivity The Economist, (18 Jan, 2014)
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment item Percentage of Total Mark Relevant learning objective(s) Due or scheduled dateIndividual Assignment(summative/formative) 60 A, B, C, D 01/05/16Group Projects(summative/formative) 30 A, B, C, D Start Intensive 2Class Participation 10 A, B, C In class
· Group assignment (30%) DUE DATE: START OF INTENSIVE 2
The interaction of individual and group dynamics makes each organization in a country unique in many way and yet similar in others. Using concepts from the first intensive and the organizations represented in your groups prepare a PowerPoint presentation that shows the differences and similarities and explain these (again using concepts from the first intensive). Use the ‘notes’ pages of the presentation to make your more detailed points. The presentation should comprise 10-15 slides with 150-200 words on the notes pages as the major content). Note that you will not be required to make a presentation.
· Individual assignment (60%) Due date: 1/05/2016
Using models and theories from the organizational behaviour literature critically analyse the processes/outcomes/etc. of one of
a) Conflict, conflict resolution;
b) Decision-making or
c) Management/leadership in your organization.
There will probably be overlap between these three but ensure that your theoretical and practical focus is on one area. Suggest how any problems you identify might be resolved in the short, medium and long term.
– NB writing a concept in normal language is generally ‘description’ and not analysis. Analysis is the key to passing this assignment – description only is a key to failing it.
The analysis should be 2000-3000 words and should be correctly referenced to specific articles or parts of the textbook (do not reference ‘slides handouts’)
The individual assignment, with the appropriate coversheet and declaration is to be submitted via MyUni by midnight on 01/05/2016. . Please submit your assignment in ‘Word’ format and not pdf.
Students are expected to submit their work by the due date to maintain a fair and equitable system. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be emailed to the lecturer in charge of the course before the due date. Each request will be assessed on its merits. A late assignment (without prior arrangement) may be penalised by a 5% mark reduction for each day that it is late.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.