COMMGMT 2500NA - Organisational Behaviour II
Ngee Ann-Adelaide Education Centre - Summer - 2017
General Course Information
Course Code COMMGMT 2500NA Course Organisational Behaviour II Coordinating Unit Business School Term Summer Level Undergraduate Location/s Ngee Ann-Adelaide Education Centre Units 3 Available for Study Abroad and Exchange Y Restrictions Available to BCom students - Singapore only Course Description This course is designed to provide students with a foundational understanding of the history and development of Organisational Behaviour
(OB) theories and concepts. The body of knowledge focuses on how the attributes and behaviours of individuals and groups influence the culture, design, ethics, learning and structure of an organisation. The applied focus of the course is to facilitate experiential learning of contemporary approaches to conflict resolution, communication, decision making, leadership, motivation, negotiation, power and politics within a team environment.
Course Coordinator: Dr John Knight
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1. Demonstrate a thorough knowledge and understanding of organisational behaviour.
2. Collaboratively and autonomously research, analyse and evaluate 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.
Students are expected to:
· Undertake all required reading for the subject.
· Prepare for tutorials by completing pre-reading, case notes and discussion questions as outlined in the tutorial activity schedule.
· Attend lectures and actively participate in tutorials
· Complete all items of assessment in a timely fashion
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, 3 and 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 and 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 and 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, 3 and 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, 2, 3 and 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, 2 3, and 4
Required ResourcesWood, J, Zeffane, R, Fromholtz, M, Wiesner, R, Morrison, R, and Seet, P. (2013), Organisational Behaviour: Core Concepts and Applications, 3rd Australasian Edition, Wiley, Brisbane.
Recommended ResourcesIn addition to the prescribed textbook, students may wish to consult alternative textbooks for greater clarification of the theories, and additional case studies and exercises. While the list below is by no means comprehensive, some general OB texts are recommended below:
Bartol, K., Tein, M., Matthews, G., Sharma, B and Scott-Ladd. 2010, Management - A Pacific Rim Focus, McGraw Hill, Sydney
Kinicki, A., and Williams, B. 2012, Management – A Practical Introduction, McGraw Hill, Sydney
Robbins, S.P., Judge, T.A., Millett, B., Boyle M., T., 2012, Organisational Behaviour, Pearson Education, Australia
Students are encouraged to read beyond textbooks to enhance their learning of organisational behaviour. For wider reading, other sources include academic journals. The list below is by no means comprehensive and is offered as a launching point for additional readings. These journals are available through the Barr Smith Library in online databases.
Academy of Management Executive
Academy of Management Journal
Academy of Management Perspectives
Administrative Science Quarterly
(Harvard Business Review – not peer reviewed)
Journal of Applied Psychology
Journal of Organizational Behaviour
Journal of Personality and Social Psychology
Online LearningThe course will utilise MyUni as a communications and assessment tool. Students are expected to visit and actively scan the course MyUni page regularly throughout the semester for announcements and resources that may be posted, including tutorial preparation guidance and additional material.
Learning & Teaching Activities
Learning & Teaching ModesThis course is taught in intensive workshop mode through daily lectures supported by tutorials. Tutorials are an important component of your learning and are integral to the course assessment. Tutorials give participants the opportunity to discuss and apply theoretical content covered in lectures and preparatory reading as well as providing support for each part of the course assessment. Students are expected to prepare fully for tutorial activities, actively participate in these and reflect on their learning within them. The communication skills developed in tutorials by regularly and actively participating in discussions are considered important by the School and are highly regarded by employers and professional bodies
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. The University expects students to commit approximately 108 hours of learning activities for each three-unit course. This course does require considerable preparation for teaching sessions and assessment tasks. Students are expected to read specified material to prepare for lectures AND fully prepare for tutorial activities. Students in this course are expected to attend all sessions of the intensive.
Learning Activities Summary
No information currently available.
Specific Course RequirementsThere are no additional specific course requirements
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.
ssessment Task Task Type Weighting Learning Outcome Learning Logs Individual 30% Group Project Collaborative 30% Examination Individual 40% Total
Assessment Related RequirementsIndividual: Learning Logs 30%
Phase one (15%): Students must submit a minimum of TWO learning log entries based on any three tutorials in week 1, submitted by Sunday 22nd January at 4:00pm.
Phase two (15%): Students must submit a further minimum of TWO entries based on any three tutorials in week 2, submitted by Sunday 29th January at 4:00pm.
Group: Written Report 30%
(Due Monday February 13)
Submitted electronically through link on MyUni course page
Further details will be outlined during the intensive but the assessment will consist of two parts
Assessment DetailFurther details will be outlined during delivery of the summer school intensive
• Group assignment reports should be submitted electronically on or before the due date through a turnitin assignment portal accessible through a link on the course myuni site to avoid the application of late penalties (see below).
• Requests for extensions are generally only considered for health or compassionate reasons supported by documentary evidence. Students applying for an extension based on medical reasons must have their medical practitioner complete the approved University form. A normal doctor's certificate will not be accepted.
• An extension request for illness or exceptional personal circumstances must include the "Supporting Statement / Certification Form" on p4 of the replacement and additional Assessment application (see http://www.adelaide.edu.au/student/exams/supps.html.)
• All requests for extensions should be directed in writing to the Lecturer-in charge before the due date. Extension requests after this time will only be granted for exceptional circumstances. This does not include poor time management or poor file management.
• A late assignment where no extension has been granted will be penalised by a reduction of 5 marks for each day, or part of a day, that it is late.
• Assessment marks prior to the final exam will be displayed on the course website. Students are encouraged to check their marks and notify the Lecturer-in-Charge of any discrepancies.
• Legible hand-writing and the quality of English expression are considered to be integral parts of the assessment process. Marks may be deducted in the final examination because of unclear handwriting.
• Students in this course are not permitted to take a dictionary (English or English-Foreign) into the examination.
Presentation of Assignments
• Students must retain a copy of all assignments submitted.
• Students may not submit work for an assignment that has previously been submitted for this course or any other course.
• All group assignments must include a plagiarism acknowledgement statement signed and dated by all the students before submission. Lecturers may withhold results until such time as a signed statement is provided and markers can refuse to accept assignments that do not acknowledge the University Policy on Plagiarism: www.adelaide.edu.au/policies/230/
• In the absence of formatting instruction to the contrary, all submissions should be in WORD format (not pdf), 12pt Arial (or equivalent), 1.5 line spacing and 2.54cm margins
• Page (word) limits exclude cover pages, tables of contents, executive summaries, reference lists and appendices. However, content over any specified limit may not be assessed
• Referencing must consistently and accurately follow the Harvard (author-date) protocols and conventions
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.Course Developments in 2017
The overall course content and structure remains unchanged, except for minor scheduling differences. It returns to a varied set of readings for lecture preparation, rather than relying on a single textbook. There will be some minor developments in lecture strategy, giving a more developmental approach to the course, adding to and reinforcing the relevance of OB theory and research to the real world of organisations, in part based on the idea of developmental psychology.
The assessment content has been modified somewhat based on feedback provided; the two phases of the learning log have been reduced to a single phase in the first part of the semester to slightly reduce the overall number of formal assessments for the course, without significantly changing this content. The only real (and minor) change in assessment content is the introduction of a participation and preparation mark. In some ways this has partially replaced phase 2 of the learning log. The main reason is to reinforce the importance of tutorial content for the course, especially given the reduction of learning log entries required, without requiring extra written work in the assessment strategy. This, and other feedback on the group assessment, has resulted in minor changes in weightings. Notably, the group work will now receive a smaller proportion of the course marks, also responding to occasional feedback regarding the challenges and weighting of group work, resulting in more emphasis on individual performance overall.
- 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.
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