COMMGMT 7006 - People and Organisations (M)

North Terrace Campus - Trimester 3 - 2020

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.

  • General Course Information
    Course Details
    Course Code COMMGMT 7006
    Course People and Organisations (M)
    Coordinating Unit Business School
    Term Trimester 3
    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 Staff

    Course Coordinator: Ratna Dasika


    Email: ratna.dasika@adelaide.edu.au
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course, students will be able to:
    1. Diagnose the causes and consequences of behavioural actions within organisations.
    2. Collaboratively and autonomously research, analyse and evaluate organisational business information from a wide variety of sources.
    3. Apply relevant contemporary theories, concepts and models in order to analyse organisational environments, cases and issues.
    4. 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
    1-4
  • Learning Resources
    Required Resources
    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.

    The text may be bought from the bookshop or online via the below link:

    Organisational Behaviour: Core Concepts and Applications, 5th Australasian Edition | Wiley Direct | Wiley Direct


    Recommended Resources
    The 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

    Recommended Readings

    Students are required to read beyond the core textbook to enhance their learning of organisational behaviour. Some specific tutorial 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 on-line 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
    Online Learning

    MyUni will be used extensively in this course for announcements, resources, and assessment. Students should be actively checking the MyUni course webpage regularly for announcements, lecture slides, general course information, assessment details, tutorial preparation, additional readings, and suggested links.

    Please ensure you have access before the start of Trimester. This is your responsibility.

  • Learning & Teaching Activities
    Learning & Teaching Modes

    The course will be taught as a 3 hour interactive seminar.

    One topic is covered per class (online / face-to-face) in Seminar/Workshop format:

    Information resources are provided as lecture slides, discussion and tutorial work in each seminar as well as the text and references to academic material. It is the students' responsibility to use these and to seek other resources as necessary to ensure their comprehensive learning of the course topics.

    Seminar sessions are designed to engage students in discussion and critical thinking about the course content as well as to provide enhanced exploration and reflection of the subject material. It is important in this course that you familiarise yourself with the text material before you come to class, so that you can participate meaningfully in class activities.


    Workload

    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 (online / face-to-face)

    Reading and preparation: 2 hours per week (approximately)
    Learning Activities Summary
    Weeks 1-12:(Online / Face-to-face)

    Lectures supported by discussions covering the learning objectives of the course content plus the online support.

    Students are expected to fully participate in small group discussion based on a series of pre-published questions. Students should come fully prepared having read (at a minimum) the required text but preferably having engaged with the additional readings as well. Notes as evidence of having prepared appropriately need to be brought to class (/virtual 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. Answers to questions are expected to be substantive and scholarly of approximately 100-150 words.
      Specific Course Requirements

      It is important in this course that you familiarize yourself with the text material before you come to class, so that you can participate meaningfully 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 prepared to participate fully: that way you will get the most out of your involvement in the subject.

      Other preparation is important and will be useful to help you participate effectively and contribute sound and scholarly answers to assessment items. That preparation may include reading research articles, conducting case study analysis, self-reflection, watching video material et cetera. Materials will be provided when they are not available from Internet sources.

      Small Group Discovery Experience
      The course learning objectives are achieved through weekly seminars with Small Group Discovery Experience and group discussions.
    • Assessment

      The University's policy on Assessment for Coursework Programs is based on the following four principles:

      1. Assessment must encourage and reinforce learning.
      2. Assessment must enable robust and fair judgements about student performance.
      3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
      4. Assessment must maintain academic standards.

      Assessment Summary

      To ensure students passing this course have a good understanding of the material, this course has been structured to provide the maximum learning opportunities through assessment tasks.

      Assessment Task Task Type Weighting Learning Outcome
      Learning Journal Individual 15% 1,2, 3 and 4
      In-class(/online) Quiz Individual 25% 1 and 4
      Position Paper Individual 30% 1, 2, 3 and 4
      Research Report Individual 30% 1, 2, 3 and 4
      Total 100%
      Assessment Detail
      ASSESSMENT 1:
      Learning Journal 1,000 words (15%).
      OVERVIEW:
      For this assessment, you are assessed on content understanding, critical analysis, and reflective skills with proper referencing (wherever required). There are 3 parts in this assessment and each of which is based on the contents covered in one of the first three weeks. Start writing this assessment on weekly basis as the due date for this assessment submission is in the third week of your course.
      The word count for this assessment is 1000 words which excludes the references (/bibliography section). Generally, +/- 10% of the specified word count is treated as normal.

      ASSESSMENT TASK:
      Part 1:

      CHAPTER 1 What is organisational behaviour?
      Please go through chapter 1 of your text (page 22 and 25), ‘Flexible workplaces and the role of technology’ and ‘Workplaces of the future’ and some relevant resources to present your reflection on the questions below:
      1. What major challenges would technology-driven workplaces face by the conditions and environment of today’s organisations?
      2. Does the new way of working (discussed in ‘workplaces of the future’/ relevant resources) change how you envision your career and ambitions for the future?

      Part 2:

      CHAPTER 2 Individual attributes and their effects on job performance
      Please go through chapter 2 of your text and some relevant resources/ your workplace experiences to present your reflection on the question below:
      Explain the relevance of emotional intelligence and emotional management to the workplace. Illustrate your answer with examples.

      Part 3:

      CHAPTER 3 Motivation and empowerment
      Please go through chapter 3 of your text and some relevant resources/ your workplace experiences to present your reflection:
      Several theoretical frameworks have been developed over the last fifty years to explain motivation at work and improve individual performance using motivational techniques to stimulate individual effort and achievement.
      Think of at least 3 workplaces from either your own experience or from write-ups in media outlets which have reputations for being good places to work. What type of incentives do they offer to their employees? Why these incentives are effective? Justify your response with reference to the literature you referred and/or your own experience.



      ASSESSMENT 2:
      In-class/ online Quiz (25%).
      OVERVIEW:

      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 with 0.25 marks and it is for a total maximum mark of 2.5. Time allowed is 10 minutes. No facility for multiple attempts.



      ASSESSMENT 3:
      Position Paper 2000 words (30%).
      OVERVIEW:
      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 essay format to write this academic writing. It is expected to have at least 7 relevant recent references (not older than 5 years) following the in-text Harvard (author date) referencing style with correct reference list in the reference (bibliography) section. Word count is considered for the body of the Position Paper (i.e. from Introduction to Conclusion). Generally, +/- 10% of the specified word count is treated as normal.
      ASSESSMENT TASK:
      Is changing nature of wok is good or evil?
      Discuss at least two challenges and two opportunities of the changing nature of work from both a employee and employer perspectives.  Do you think changing nature of work is for the good? Justify your view point. What recommendations could you propose to meet the challenges?
      You can present your position on your own work experience or by researching the recent literature resources you have.



      ASSESSMENT 4:
      Research Project - 2000 words (30%).
      OVERVIEW:
      In this assessment you will be undertaking independent 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 at least 10 relevant recent academic references (not older than 10 years) following the in-text Harvard (author date) referencing style with 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). Generally, +/- 10% of the specified word count is treated as normal.
      ASSESSMENT TASK:
      Assume that your company has offered you a promotion as head of a division in a country that has a quite 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.


      Submission

      All 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.

      Course Grading

      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.

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      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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