COMMGMT 7006OL - People and Organisations (M)
Online - Trimester 1 - 2016
General Course Information
Course Code COMMGMT 7006OL Course People and Organisations (M) Coordinating Unit Business School Term Trimester 1 Level Postgraduate Coursework Location/s Online Units 3 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 StaffAssociate Professor Margaret Patrickson
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesThe course seeks to provide a learning environment in which students can:
- Develop a thorough knowledge and understanding of organisational behaviour;
- Research, analyse and evaluate information from a wide variety of sources;
- Analyse and apply theories, concepts and models in relation to organisational environments, cases and issues;
- Communicate findings in an appropriate and effective format;
- Engage in collegial online learning and constructively communicate in group discussions; and
- Develop lifelong tools for problem solving.
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)
1-6 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
1-6 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
1-6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-6 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
1-6 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
Organisational Behaviour: Core Concepts and Applications, 4th Edition, Wiley
Wood, Zeffane, Fromholtz, Wiesner, Morrison, Factor , McKeown
Recommended ResourcesStudents are encouraged to read beyond the textbook to enhance the learning experience. Journal articles can be accessed using the online databases.
Two useful databases are:
Business Source Complete
The following list provides useful academic journals for further research.
Academy of Management Executive
Academy of Management Journal
Academy of Management Perspectives
(formerly Academy of Management Review)
Administrative Science Quarterly
Harvard Business Review
Journal of Applied Psychology
Journal of Organizational Behavior
Journal of Personality and Social Psychology
Online LearningMaterial available through online management system - LEARN.
If you experience issues with accessing the LEARN portal, please contact the administrator's directly; email@example.com
Learning & Teaching Activities
Learning & Teaching ModesThe on line class consists of readings, discussions, essays and case studies
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Approximately 3-5 hours each week
Learning Activities SummaryReading Reference Lists:
Video: What is Organizational Behavior? Definition and History of the field
Week Two: Individual Differences
1. Aryticle: Johnstone M & Lee C (2009) Young Australian women's aspirations for work and family: individual and
socio-cultural differences, Sex Roles, 61 , 204-220 DOI 10 1007/s111 99- 009- 9622-8
2. Article: Waheeda S & Hadfitz M (2012) Individual differences as indicative of counterproductive work behaviour, Asian Social Science, 8 (13) 220-226
3. Article: Kuncel N, Ones D & Sackett P (2010) Individual differences as predictors of work, educational and broad life outcomes, Personality and Individual Differences, 49, 331-336
Week Three: Motivation and Empowerment
1. Article: Billet S & Choy S (2013) Learning through work: emerging perspectives and new challenges, Journal of
Workplace Learning, 5 (4) 264-276
2. Article: Crick R, Haigney D, Huang S, Coburn T & Goldspink C (2012) Learning power in the workplace: the effective lifelong learning inventory and its reliability and validity and implications for learning and development, The International Journal of Human Resource Development, 24 (11) 2255-2272
3. Article: Longenecker C & Abernathy R (2013) The eight imperatives of adult learning, Human Resource
Management International Digest, 21 (7) 30--334.
4. Article: Kultalahti S & Viitala R (2014) Sufficient challenges and the weekend ahead- generation Y describing motivation at work, Journal of Organisational Change Management, 27 (4) 569-582
5. Article: Cattaneo L & Chapman A (2010) The process of empowerpoint, American Psychologist, 65 (7) 646-659
Week Four: Learning Reinforcement and Self-Management
1. Article: Mayfield M & Mayfield J (2011) Effective performance feedback for learning in organisations and
organisation learning, Development and Learning in Organisations; An International Journal 6 (1) 15-18
2. Book Chapter: Latham G & Pinder C (2005) Work motivation theory and research at the dawn of the twenty-first century, Annual Review of psychology 2005 56, 485-516
Week Five: Job Design and Goal Setting
1. Article: Schmidtchen D (2013) Trust and confidence: The fertile soil of effective goal setting, Public Administration
Review 73 (3), 464-465
2. Article: Hall D & Heras M (2010) Reintegrating job design and career theory: creating not just good jobs but smart
jobs, Journal of Organizational Behavior, 31, 448-462
3. Article: Tulgan B (2014) The challenges of managing superstars, Employment Relations Today, DOI 10.1002/ert
Wiley Periodicals Inc
4. Article: Arnold D & Bongiovi J (2013) Precarious, informalizing, and flexible work: transforming concepts and understandings, American Behavioral Scientist, 57 (3) 289-308
5. Article: Ahmad S (2013) Paradigms of quality of work life, Journal of Human Values, 19 (1) 73-82
Week Six: Groups and Group Dynamics
1. Article: Kraimer K, Takeuchi R & Freze M (2014) The global context and people at work: Special issue
introduction, Personnel Psychology, 67, 5-21
2. Article : Stein M & Pinto J (2011) The dark side of groups: A “gang at work” in Enron, Group and Organization
Management, 36 (6) 692-721
3. Article: Bluestone Review (2013) A review of culture and leadership in Australian olympic swimming,
Week Seven: Teamwork and Team Building
1. Video: Baricevi T, De Robbio M, McLean M, (2009) Teams in the workplace, Traingpoint Net, Video Education,
2. Video: Eight Characteristics of effective Teams
3. Article: Gilley J, Morris M, Waite A, Coates T, & Veliquette A, (2010) Integrated theoretical model for building effective teams, Advances in Developing Human Resources, 12 (1) 7-28
Week Eight: Organisational Structure and Culture
1. Book chapter: Robbins T & Judge T (2008) Foundations of Organizational structure, in Essentials of
Organizational Behaviour, 9th edition, 229-246, Prentice hall New Jersey
2. Article: Flynn D (2015) Building a better model: A novel approach for mapping organisational and functional structure, Procedia Computer Science, 44, 194-203
3. Article: Mohelska H & Sokolova M (2014) Organisational culture and leadership- joint vessels?, Procedia, Social and Behavioural Sciences, 171, 1011-1016
4. Article: Olson E (2007) Common belief, contested meanings: development and faith based organisational culture,
Royal Dutch Geographical Society KNAG, 99 (4) 393-405
Week Nine: Power, Politics and Influence in Organisations
1. Article: Heimans J & Timms H (2014) Understanding “new power” Harvard Business Review December 2014, 48-
2. Article: Kelly C (2015) Managing the relationship between knowledge and power in organisations, Aslib proceedings: New Information Perspectives, 59 (2) 125-138
Week Ten: Leadership and Decision Making
1. Article: Karp T (2013) Studying subtle acts of leadership, Leadership 9 (1) 3-22
2. Article: Chambers L, Drysdale J & Hughes J (2010) The future of leadership: A practitioner view, European
Management Journal, 28, 260-268
3. Article: Hess J & Bacigulapo A (2011) Enhancing decisions and decision making processes through the application of emotional intelligence skills, Management Decision, 49 (5) 710-721
Week Eleven: Communication, Conflict and Negotiation
1. Article: Cacciattolo K (2015) Defining organisational communication, European Scientific Journal, 11 (20) 79-87
2. Article: Kelly D (2000) Using vision to improve organisational communication, Leadership and Organizational
Development Journal, 21 (2) 92-101
3. Article: Cooper C & Scandura T (2015) Getting to “fair”: interactions as identity negotiation, Journal of Leadership and Organizational Studies, 22 (4) 48-432
Week Twelve: Organisational Change and Innovatation
1. Video: Our Iceberg is melting
2. Article: McCarthy E (2013) The dynamics of culture, innovation and organisational change: a nano-psychology future perspective of the future of the psycho-social and cultural underpinnings of innovation and technology, AI and Soc, 28, 471-482, DOI 10.1007/s001.46-013-0512-9
3. Artyicle: Damanpour F (2014) Footnotes to research on management innovation, Organization Studies, 35 (9)
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 SummaryThere are three main tasks:
1. Contributing to weekly discussions of topics by answering set questions
2. Submission of two essays
3. Submission of one case study
Assessment DetailEach type of assessment contributes 25% to the total grade ie discussions 25%, essays 25% each, case study
No information currently available.
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
- LinkedIn Learning
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.