COMMGMT 7006 - People and Organisations (M)
North Terrace Campus - Trimester 2 - 2021
General Course Information
Course Code COMMGMT 7006 Course People and Organisations (M) Coordinating Unit Adelaide Business School Term Trimester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 6 hours per week Available for Study Abroad and Exchange Y Course Description This course explores behaviour in the workplace from an individual, group and organisational perspective. It seeks to develop an understanding of how individual attributes such as attitudes, personality, values and motivation, impact on employee performance. It also considers the role of groups and teams in supporting organisational outcomes, strategies for managing interpersonal and intergroup conflict, organisational communication and the importance of leadership in promoting positive employee behaviours. Topics examined from an organisational level perspective include culture, and stress management.
Course Coordinator: Ankit AgarwalLecturer/Course Coordinator: Mr Ankit Agarwal
Location: Room 10.51, 10 Pulteney Street
Phone: +61 8 8313 4438
The full timetable of all activities for this course can be accessed from Course Planner.The full timetable of all activities for this course can be accessed from Course Planner.
Enrolment Class: Seminar
Class Nbr: 33027
Time: 9 am to 12 noon
Location: Barr Smith South, 2051, Teaching Room
Note: This class is only available for face-to-face (on-campus) students.
Course Learning OutcomesOn successful completion of this course, students will be able to:
- Diagnose the causes and consequences of behavioural actions within organisations.
- Collaboratively and autonomously research, analyse and evaluate organisational business information from a wide variety of sources.
- Apply relevant contemporary theories, concepts and models in order to analyse organisational environments, cases and issues.
- Communicate their findings clearly and effectively using a variety of media.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
2-4 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 3, 4 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
3, 4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2-4 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1-4 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesCourse Textbook:
Wood, J., Zeffane, R., Fromholtz, M., Wiesner, R., Morrison, R., Factor, A., McKeown, T. (2019) Organisational Behaviour: Core concepts and applications, 5th Australasian Ed. John Wiley and Sons, Milton Qld.
You can access the course textbook via MyUni.
Recommended ResourcesThe Communication Skills Guide and The University of Adelaide Writing Centre web page are helpful resources for your academic writing and observance of the protocols and conventions of the Harvard referencing style. You also have access to numerous resources in the library including scholarly journals and alternative contemporary OB texts, but there are many readings which are relevant to the course. You are encouraged to read widely and critically with a focus on recent work (less than 5 years old) in periodicals, refereed academic journals and books. Some contemporary OB texts you may find useful include:
Kinicki, A., and Williams, B. 2012, Management – A Practical Introduction, McGraw Hill, Sydney
McShane, S., Olekalns, M., Newman, A., Martin, A. 2018, Oraganisational Behavior: Emerging Knowledge. Global Insights. 6th Edition. McGraw Hill, Sydney
Robbins, S.P., Judge, T.A., Millett, B., Boyle M., T., 2012, Organisational Behaviour, Pearson Education, Australia
Students are provided weekly articles to read and come prepared for the seminars. Reading the recommended articles would help students learn the course content better. It will also provide them with an opportunity to critique ideas and understand how theoretical concepts assist us in understanding our world better.
Students are required to read beyond the core textbook to enhance their learning of organisational behaviour. As mentioned above, some specific seminar preparation readings drawing from the core text, journal articles and various online materials will be recommended as the course progresses. In addition, lectures will include citations you might find relevant, interesting and useful for following up key issues and theories useful in preparing your written assignments.
You are encouraged to become familiar with the online and electronic databases and other information sources available in the main library. Familiarity with these information sources is important for the effective searching of academic literature. Some relevant academic journals are listed on the following page however, please note, this list is by no means comprehensive and is offered as a launching point for additional readings.
- Academy of Management Journal
- Academy of Management Perspectives (formerly Academy of Management Review)
- Administrative Science Quarterly
- Human Relations
- Journal of Applied Psychology
- Journal of Organizational Behaviour
- Journal of Management Inquiry
- Organization Science
- Organization Studies
- Work, Employment and Society
- Australian Institute of Management
- Australian Institute of Company Directors
- New Zealand Management journal
- The British Journal of Administrative Management
MyUni will be extensively used in this course for announcements, resources and assessments. Students are advised to actively check the MyUni course webpage regularly for accessing information pertaining to the course (e.g., announcements, lecture slides, assessment details, tutorial preparation, additional readings and suggested links).
Please ensure you have access to the MyUni page before the start of the Trimester.
Learning & Teaching Activities
Learning & Teaching ModesThe course will be taught as a 3-hour interactive seminar for 12 weeks
Each seminar will cover a topic in Seminar/Workshop format.
You will have access to lecture slides, and seminar discussion before each seminar as well as the text and references to academic material. Students are advised to use the course material and seek other resources to ensure comprehensive learning of the course topics.
Seminar sessions are designed to engage students in discussion and critical thinking, which covers the course content and examples from personal and professional lives. These discussions emphasise the course content and allow students to explore and reflect on their experiences and relate those to the course content.
It is important in this course that you familiarise yourself with the text material before you come to class to participate in the in-class activities.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Lecture / seminar / interactive discussion: 3 hours per week.
Reading and preparation: 2 hours per week (approximately). This would include reading the required information pre-seminar and up to an hour of self-study.
Learning Activities SummaryThis course is taught on campus.
Students are expected to fully participate in small group discussions based on seminar discussions and other activities. Students are expected to come fully prepared having read (at a minimum) the required text and having engaged with the additional readings as well. Notes as evidence of having prepared appropriately need to be brought to class.
As a minimum contribution, you are expected to raise at least one new idea/opinion/point in relation to the weekly question/s and respond to at least one comment by a fellow group member.
Specific Course RequirementsIt is important in this course that you familiarise yourself with the text material before you come to class so that you can actively participate in all class activities. Consequently, the schedule of topics for this course, as outlined above, requires pre-class reading from the course textbook. Please come to the seminar prepared to participate. Doing so would enable you to get the most out of your involvement in this course.
Small Group Discovery ExperienceThe course learning objectives are achieved through weekly lectures/ seminars with Small Group Discovery Experience and group discussions.
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 Task Task Type Due Weighting Learning Outcome Preparation and contribution to weekly seminar discussion and debate Individual
Weekly starting week 2
10% 1, 2, 3, 4 Online Quiz Individual
Starting Week 3 Until the end of week 12
20% 1, 2, 3, 4 Learning Journal (750 words each) Individual
(All 5 submissions are mandatory. Only one of the 5 submissions will be randomly selected for grading).
End of Week 2
End of Week 4
End of Week 6
End of Week 8
End of Week 10
20% 1, 2, 3, 4 Position Paper (1500 words) Individual End of Week 7 20% 1, 2, 3, 4 Research Project (2000 words) Group End of Week 10 30% 1, 2, 3, 4
Assessment DetailASSESSMENT 1: Participation and preparation (10%).
Students are expected to attend ALL seminars. Marks will be allocated for the preparation and participation, not for attendance, although the lecturer will keep an attendance record. The lecturer will check your preparation and any candidate not bringing their written preparation to each tutorial will have marks deducted from the total possible 10% each week (one mark or 1% for each time the preparation has not been satisfactorily completed and/or when not participating adequately).
ASSESSMENT 2: Online Quiz (20%).
Quizzes are conducted weekly from week 3 to week 12 based on the current week’s content covered. This multiple-choice quiz contains 10 questions. Each correct answer is awarded 0.20 marks and it is for a total maximum mark of 20. The time allowed is 15 minutes. No facility for multiple attempts.
ASSESSMENT 3: Learning Journal 750 words (20%).
For this assessment, you are assessed on content understanding, critical analysis, and reflective skills with proper referencing (wherever required). You are supposed to write on how have/are able to utilise each week's learning in your real-life (e.g. personal, professional, academic). Explanation of theories/concepts/models is important but the application of those in your real-world scenarios is the main basis of this assignment. You will be required to submit a minimum of 5 reflective learning journals out of which only one will be randomly selected for grading. The word count for this assessment is 1000 words which exclude the references (/bibliography section). Generally, +/- 10% of the specified word count is treated as normal.
ASSESSMENT 4: Individual Position Paper 1500 words (20%).
This assessment is designed to provide a real-world context for the study of Organisational Behaviour. The assessment task requires you to construct a position and argue that position on the provided topic. The goal is to convince your reader that your opinion is valid and defensible. You can follow the essay format to write this academic writing. It is expected to have at least 7 relevant recent references following the in-text Harvard referencing style with the correct reference list in the reference (bibliography) section. Please refer to the Communication Skills Guide available in the library or through the University website. Word count is considered for the body of the Position Paper (i.e. from Introduction to Conclusion).
Consider the following statement:‘The world of work has changed considerably in the last 20 years. I can remember that I had colleagues with whom I shared life events, I called them my friends. It’s a bit hard to do that these days. What's with the gig economy and all that’.
How differently do you think 21st Century employees experience their work compared to employees from 20 years ago? Do you think the effects of technology and globalisation have had a positive effect on workers, how? What recommendations would you make to meet the challenges? You can present your position on your work experience and/or by reviewing the relevant literature resources you have.
ASSESSMENT 5: Group Research Project - 2000 words (30%).
In this assessment, you will be working in a group undertaking research, critical analysis, and application of theory to your findings.
You can follow the Research Report format to write this academic writing. It is expected to have a minimum of 7 relevant academic references following the in-text Harvard referencing style with the correct reference list in the reference (bibliography) section. Word count is considered for the body of the report (i.e. from Introduction to Conclusion/ Recommendations of the report).
Assessment Task:Assume that your company has offered you a promotion as head of a division in a country that has a different culture from that of your native country. You are aware that you need to consider whether your leadership style will be effective or appropriate for the new location. Using two countries of your choice (your native country and one with a different culture), outline four of the most important factors relating to the style of leadership you should adopt when considering the offer of promotion into the new culture. You are to provide your analysis, research findings, and recommendations that lead to organisational success.
SubmissionAll assessment submissions are to be made through TURNITIN.
Late assignments will be penalised in line with University policy.
Resubmission is not available.
Replacement/Additional Assessment may be granted in certain circumstances (e.g. medical, compassionate etc.).
Any requests for extensions must be made in writing, to the lecturer stating reasons, before the due date.
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.
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