BMA547 Organisational Behaviour

Transcription

1 BMA547 Organisational Behaviour Semester 1, 2014 THIS UNIT IS BEING OFFERED IN HOBART/LAUNCESTON/BURNIE/DISTANCE Teaching Team: Ms Robyn Freeman Ms Lubna Siddiqi CRICOS Provider Code: 00586B 1

2 Contents Contact Details... 2 Unit Description... 3 Prior Knowledge &/or Skills or Pre-Requisite Unit(s)... 3 Enrolment in the Unit... 3 Intended Learning Outcomes and Generic Graduate Attributes... 4 Learning Expectations and Teaching Strategies/Approach... 5 Learning Resources... 5 Details of Teaching Arrangements... 9 Assessment Submission of Assessment Items Review of Assessment and Results Further Support and Assistance Study Schedule Contact Details Unit Coordinator Ms Robyn Freeman Lecturer Ms Lubna Siddiqi Campus Launceston Campus Hobart Room Number Meeting locations are arranged, via , with Robyn in advance Room Number Meeting locations are arranged, via , with Lubna in advance Robyn.Freeman@utas.edu.au Lubna.Siddiqi@utas.edu.au Phone (for messages) Phone Fax Fax Consultation Time Appointment available on request Consultation Time Appointment available on request 2

3 Unit Description Organisational Behaviour (OB) is the study of human behaviour at the individual, group and organisational level. The primary purpose of this unit is to improve the management of organisations through the development of knowledge of human behaviour. To do this managers must be able to understand the behaviour of others and attempt to predict and influence it. It is hoped that through your active participation in this unit you will gain an appreciation of organisational behaviour as a field of study, which can be used in the effective management of people and organisations. Organisational Behaviour is a field of study which draws upon a diverse range of disciplines (including psychology, social psychology, sociology, anthropology, political science and economics) for a systematic and integrated approach to the study of human behaviour. While its concepts, theories and understandings about human behaviour draw upon these disciplines, Organisational Behaviour is unique in that it: 1) takes an integrated and contingency approach to management, 2) has an applied focus, and 3) rests on scientific foundations. The topics set forth in the study schedule begin with a focus on the individual analysis of behaviour characterised by factors such as diversity, attitudes, personality, values, emotions, mood, perception, decision-making, job satisfaction and motivation. These topics are central to understanding individuals both as employees and as managers. Next, the analysis of behaviour at the group level examines the dynamics of group and team behaviour, communication, the distribution of power, the impact of politics, conflict management and leadership. Understanding the nature of formal and informal group processes is central to improving organisational efficiency and influences individual decisions. Finally, topics covered at the organisational level of analysis include organisational structure and design, organisational culture, stress and the processes involved in organisational change. Understanding these subjects enables the organisation to make adaptations required to meet the ever-increasing demands of the competitive global marketplace. Prior Knowledge &/or Skills or Pre-Requisite Unit(s) There are no pre-requisites, but prior or current work experience is an advantage. Enrolment in the Unit Unless there are exceptional circumstances, students should not enrol in this unit after the end of week two of semester as the Tasmanian School of Business and Economics (TSBE) cannot guarantee that: any extra assistance will be provided by the teaching team in respect of work covered in the period prior to enrolment; and penalties will not be applied for late submission of any piece or pieces of assessment that were due during this period. 3

4 Intended Learning Outcomes and Generic Graduate Attributes In this unit you will learn: To understand and explain the complexity of key individual, group and organisational level influences on human behaviour in organisations. Knowledge of theories, concepts and models in Organisational Behaviour and the ability to apply them critically and creatively to topical Organisational Behaviour issues. To apply current theory and practice to personal workplace experience. To effectively communicate an educative manner. Intended Learning Outcomes In assessing this unit I will be looking at your ability to: Identify and explain key individual, group and organisational level influences on human behaviour. Identify key implications arising from issues. Integrate theory, research and examples to illustrate understanding. Analyse and evaluate OB issues and apply theories, concepts and models. Identify and discuss strategies to improve work performance based on relevant OB theory. Use theories, concepts and models to justify and defend understanding of topical Organisational Behaviour issues. Analyse and summarise academic literature in OB. Apply specific aspects of OB theory from the analysis to real world examples. Communicate in Australian workplace standard language, literacy and formats. Use scholarly and discipline specific language and formats (including Harvard referencing conventions). Communicate complex information in oral English language to justify and defend a position. Assessment Methods Case Study Analytical Report Oral Debate Workshop/ Online Activities Case Study Analytical Report Oral Debate Workshop/ Online Activities Case Study Analytical Report Case Study Analytical Report Oral Debate Graduate Attribute Outcomes The assessments and teaching activities in this unit have been designed to develop the following graduate attributes in students: Knowledge: Transfer Organisational Behaviour knowledge to complex and uncertain business situations. Extensive functioning knowledge in: The ability to think critically and creatively The ability to be intellectually independent Communication: Display an awareness of communication strategies that consider the differing cultural, linguistic and expertise backgrounds of an audience. Extensive functioning knowledge in: The ability to transfer complex information in both oral and written English language formats. The ability to engage in critical oral discussions. Problem solving: The ability to solve complex problems by finding, analysing, evaluating and synthesising information and ideas obtained from a variety of Australian and international sources. Global perspective: Interpersonal skills that enable the ability to sensitively lead and/or collaborate with people from diverse cultures and backgrounds, in academic contexts. Social responsibility: An awareness of society s current expectations regarding business professional and corporate behaviour, corporate social responsibility and sustainability. 4

5 Learning Expectations and Teaching Strategies/Approach The University is committed to a high standard of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers. The University s Code of Conduct for Teaching and Learning states: Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time. Occupational Health and Safety (OH&S) The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University s policy at: Learning Resources This unit employs mixed-method delivery utilising self-paced and guided learning, face-to-face workshops, and online discussions. It utilises MyLO (the UTAS learning management system) to provide access to all learning activities for the unit. The self-paced and guided learning and face-toface workshops are based around seven (7) modules of content. For distance students the online discussions provide the opportunity to discuss the material with the Co-ordinator and fellow students, and the MyLO website offers the facility to explore a range of additional learning activities. As the average study time recommended for a unit in the MBA is approximately 10 hours per week, you might expect to spend about 130 hours of your time on this unit over the semester. This time should be allocated to working through the lectures, assigned activities, readings and assessment tasks. It is essential that students complete the required reading, listen to the lectures and prepare answers to study tasks before the workshops and online discussions. On completion of this unit, you should be able to: Better understand some of the individual, group and organisational level influences on human behaviour in organisations. Analyse behavioural problems in the workplace and suggest ways of improving work performance based on relevant OB theory. Review scholarly literature on specific aspects of OB research in order to facilitate evidence-based management practice. 5

6 Prescribed Text Robbins, SP, Judge, TA, Millett, B & Boyle, M 2014, Organisational behaviour, 7 th ed, Pearson Australia, Frenchs Forest, NSW. * Prescribed journal articles as listed for each week in the study schedule. Recommended Texts While there is no expectation for you to read further than the prescribed text and journal articles in the study schedule, there is a range of other OB texts and journals available if you are interested in extending your understanding of OB theory and practice. Ashkanasy, NM, Wildrom, CPM, & Peterson, MF (eds), 2000, Handbook of organizational culture & climate, Sage, Thousand Oaks, CA. Bratton, J, Sawchuk, P, Forshaw, C, Callinan, M & Corbett, M 2010, Work and organizational behaviour, 2 nd ed, Palgrave Macmillan, London. Champoux, JE 2011, Organizational behaviour: integrating individuals, groups and organizations, 4 th edn, Routledge, New York. Daft, R & Noe, R 2001, Organizational behaviour, Harcourt, Fort Worth, Texas. George, JM & Jones, GR 2007, Understanding and managing organizational behaviour, 5 th edn, Prentice Hall, Upper Saddle River, NJ. Hellriegel, D, & Slocum, JW 2010, Organizational behaviour, 13 th edn, Cengage Learning, Boston. Huczynski, A & Buchanan, D 2010, Organizational behaviour, 7 th edn, Pearson Education Ltd, Harlow, England. Kreitner, R & Kinicki, A 2012, Organisational behaviour, 10 th edn, McGraw-Hill College, Chicago. Luthans, F 2005, Organisational behaviour, 10 th edn, McGraw-Hill, New York. McShane, SL, Olekalns, M & Travaglione, T 2010, Organisational behaviour: on the Pacific Rim, 3 rd edn, McGraw-Hill, Roseville NSW. McShane, SL & Von Glinow, MA 2010, Organizational behaviour, 5 th edn, McGraw-Hill, New York. Newstrom, JW 2011, Organizational behavior: human behavior at work, 13 th edn, McGraw-Hill Irwin, New York, USA. Osland, JS, & Turner, M 2010, The organisational behaviour reader, 9 th edn, Prentice Hall, New Jersey. Ott, J, Parkes, S & Simpson R 2008, Classic readings in organisational behaviour, 4 th edn, Wadsworth, Belmont. 6

7 Robbins, SP & Barnwell N 2011, Organisation theory: concepts and cases, 5 th edn, Prentice Hall, Sydney. Schein, EH, 2010, Organizational culture and leadership, 4 th edn, John Wiley & Sons, San Francisco. Wagner, JA & Hollenbeck, JR 2010 Organisational behaviour: securing competitive advantage, Routledge, New York. Journals and Periodicals Apart from books, you will find it valuable to get into the practice of reading relevant articles from journals and periodicals (including newspapers and magazines). Academy of Management Executive Academy of Management Journal Academy of Management Review Administrative Science Quarterly Annual Review of Psychology Asia Pacific Journal of Human Resources Australian Journal of Management California Management Review Harvard Business Review Journal of Applied Psychology Journal of Management Journal of Occupational Psychology Journal of Organisational Behaviour Management Journal of Organizational Behaviour Journal of Personality & Social Psychology Organizational Behaviour & Human Performance Organizational Dynamics Personnel Psychology Sloan Management Review Useful Websites School of Management: e-journal database: Harvard Referencing: My Learning Online (MyLO) This unit is web dependent, and access to the online MyLO unit is required. Log into MyLO at: and then select BMA547 from the list of units. For help using MyLO go to 7

8 Technical requirements for MyLO For help and information about setting up your own computer and web browser for MyLO, see: You can access the University network and MyLO via a laptop computer or other mobile device. See: MyLO can be accessed in the Library computers and in computer labs. See: For further technical information and help, contact the UTAS Service Desk on or at MyLO Expectations 1. Students are expected to maintain the highest standards of conduct across all modes of communication, either with staff or with other students. Penalties may be imposed if the Unit Coordinator believes that, in any instance or mode of communication, your language or content is inappropriate or offensive. MyLO is a public forum. Due levels of respect, professionalism and high ethical standards are expected of students at all times. 2. Submission of assessment tasks via MyLO presumes that students have read, understood and abide by the requirements relating to academic conduct, and in particular, those requirements relating to plagiarism. All work submitted electronically is presumed to be signed-off by the student submitting as their own work. Any breach of this requirement will lead to student misconduct processes. 3. MyLO is an Internet service for teaching and learning provided by the University. It is expected that at least once a day students will check MyLO. Student Feedback via evaluate At the conclusion of each unit students will be asked to provide online responses to a number of matters relating to the learning and teaching within that unit. All students are asked to respond honestly to these questions, as all information received is used to enhance the delivery of future offerings. Changes to this Unit Based on Previous Student Feedback The order of the assessment items has been changed so that the Oral Debate is done as the final assessment item rather than the first assessment item. Multiple choice and short answer questions have been deleted as assessment items and replaced with marks awarded for completion of three workshop/online activities. The number of readings has been reduced to one per chapter of the textbook. Although it was recommended that the recorded lectures be changed from combining chapter content into Modules to a recorded PowerPoint presentation for each chapter this has not been done. Reducing the number of readings will reduce the length of the lecture recordings which addresses students concerns. 8

9 Details of Teaching Arrangements Lectures Seven lectures and three assessment information sessions will be recorded and available on MyLO; one lecture for each of the Seven Modules, one presentation for each form of assessment. The lectures essentially cover the material in the textbook chapters and the readings. You should listen to the lecture recordings, read the compulsory journal articles and then read the textbook chapters for further information about specific concepts and variables. The lectures and assessment sessions are recorded PowerPoint presentations that may be downloaded as vodcasts and podcasts. These can be downloaded onto portable audio and video devices or streamed online. You should listen to each lecture prior to attending the face-to-face workshops, logging onto the online discussions or attempting the three forms of assessment. Please be aware that while every effort is made to make each lecture interesting and professional, the lecturer is not a trained presenter. Self-paced and guided learning This unit is based on self-paced and guided learning utilising the textbook, journal articles, online lectures and other learning resources provided via MyLO (the UTAS learning management system). Workshops A series of seven workshops are scheduled for face-to-face Hobart and Launceston students throughout the semester; these workshops correspond with the seven Modules as outlined in the study schedule. Three face-to-face workshops as scheduled for Cradle Coast students. Cradle Coast students will study Modules 1-3 in the first workshop, Modules 4 & 5 in the second workshop and Modules 6 & 7 in the third workshop. The workshops provide you with the opportunity to share your insights, explore ideas, and discuss assessment items with the lecturer and other students. You are expected to prepare for each workshop prior to attending it on campus. Online Activities The series of seven workshops scheduled for face-to-face Hobart, Launceston, and Cradle Coast students throughout the semester are mirrored in online discussions for Distance students. These online discussions correspond with the seven Modules as outlined in the study schedule. The online discussions provide you with the opportunity to share your insights, explore ideas and discuss assessment items with the lecturer and other students. You are expected to take part in these online discussions and respond to other students posts. Communication, Consultation and Appointments Correspondence: Students are also expected to check their UTAS site on a regular basis (at least three times a week). Students submitting requests or queries to staff via should provide very clearly their: Family name: Preferred name; Student ID; Unit code (i.e. BMA547) and allow teaching staff at least two (2) business days to reply. Staff are not required to respond to s in which students do not 9

10 directly identify themselves, which are threatening or offensive, and that come from external (non- UTAS) accounts. Students are advised not to have their UTAS forwarded to an external service (such as Gmail or Hotmail). In the past there have been significant issues where this has occurred, resulting in UTAS being blacklisted by these providers for a period of up to one month. MyLO News: The MyLO announcements page is the major method of communicating common information to all students enrolled in this unit. Student questions are answered, extra unit information is given and general announcements are made via this page of the website. You should log onto MyLO and check for new announcements on a regular basis; preferably at least once per week. Consultation and Appointment: The two lecturers for this unit have scheduled consultations times for their cohort of students. Please refer to page 2 of this unit outline to see the consultation time for your lecturer. Consultations and appointments outside of these times are by appointment only. Please your lecturer to arrange a consultation time to avoid disappointment if you turn up at an unscheduled time. All Distance students should contact Ms Robyn Freeman for consultations. Assessment Assessment Schedule In order to pass this unit you must achieve an overall mark of at least 50 per cent of the total available marks. Details of each assessment item are outlined below. Assessment Items Due Date Value/Weighting 1. Case study relating to the individual level 2. Analytical Report relating to the group level 3. Oral Debate relating to the organisational level 4. Workshop/Online activities Monday, 7 April, 2 pm 25% Monday, 12 May, 2 pm 30% Monday, 9 June, 2 pm 30% 3 random weeks 15% Link to Learning Outcomes See page 4 of this unit outline. See page 4 of this unit outline. See page 4 of this unit outline. See page 4 of this unit outline. Assessment Item 1 Case study Task Description: The case study relates to Modules 1, 2 and 3, covering Chapters 1 7 of the Robbins et al (2014) text. The case study can be found in the Assessment Item 1 folder on MyLO. The case study is designed to test your cumulative understanding of the individual level content and assess your ability to reflect on your learning about organisational behaviour as a field of study. The Case Study analysis will require you to analyse issues at the individual level. There will be three compulsory questions related to the case study. 10

11 You should write no more than 1500 words in response to the 3 questions. Each question is equally weighted at 10 marks per question (this will be converted to equal 25% of the marks awarded for the unit in total). Task Length Assessment Criteria: Link to Unit s Learning Outcomes: Due Date: 1500 words (+/-10%) excluding reference list. This must be submitted as a word document only, via the MyLO dropbox. A detailed assessment rubric will be provided on MyLO. Page 4 of this unit outline shows the specific learning outcomes of this assessment item. Monday, 7 April, 2 pm Value: 25% Assessment Item 2 Group analytical report and Reflective Essay Task Description: Group Analytical Report 1500 words A report is defined as a structured presentation directed to interested readers in response to some specific purpose, aim or demand (Mohan, McGregor & Strano 1996, p. 217). This is a group work assignment; your group will be nominated by the unit coordinator. This will be a virtual group as you will likely not be in the same location as the other members of your group. Your group will submit one 1500 word referenced assignment from the group. This must be submitted as a word document only, via the MyLO dropbox. Your group is required to write an analytic report. This type of report is used to critically analyse information and is used for any problem solving reports. The general outline of a problem solving report, problem-method-solution, should be used for the analytical report. Generally speaking, the analytical report will also have recommendations about the outcome of the analysis. Usually, these will be recommendations to implement the solution to the problem. The Problem Your group should identify a workplace problem that one member or several members are currently experiencing or have experienced in the past. The focus of the problem should be consistent with any topic covered at the group level in Modules 4 and 5, Chapters 8 13 of your text. Your group should describe the problem and its context. Method Your group should identify any relevant theories, models or concepts discussed in your Robbins et al (2014) text that can be applied to addressing the workplace problem. The discussion of the theories, models or concepts and how they can be applied strategically to address the workplace problem must be supported by additional published journal articles (not websites) that you have found, by linking them to the analysis. 11

12 Solution The important conclusions justifiably reached as a result of the analysis of the problem should be stated in this section. On the basis of your group s exploration of the problem and the application of theories, models and concepts, what generalisation can be drawn in relation to the topic? Recommended strategies to address the problem, following from your work, should be mentioned in this section. Individual Reflective Essay words When you work as a member of a group on the Analytical Report you will likely experience a number of group processes at work. These processes are discussed in Modules 4 and 5, Chapters 8 13 of your text. You are to write an individual reflective essay applying the group theories, concepts and models to your group-work experience. You will submit an individual 1000 word referenced reflective essay as a word document only, via the MyLO dropbox. Task Length Assessment Criteria: Link to Unit s Learning Outcomes: Due Date: Value: Group Analytical Report 1500 words (+/-10%) excluding reference list. Individual Reflective Essay 1000 words (+/-10%) excluding reference list. These must be submitted as word documents only, via the appropriate MyLO dropbox. A detailed assessment rubric will be provided on MyLO. Page 4 of this unit outline shows the specific learning outcomes of this assessment item. Monday, 12 May, 2 pm 30% (25% of the marks will be awarded by the lecturer; 5% of the marks will be awarded by members of the group). Assessment Item 3 Oral Debate Task Description: Students are required to read the Point Counterpoint Organisations should strive to create a positive organisational culture topic on page 442 of the Robbins et al., (2014) textbook, and Module 6 and Chapter 15 of the textbook. Using the organisational theories, models and concepts contained in your text and academic journal articles argue for or against the place of a positive organisational culture in the modern workplace. The specific stance that you take must be argued using academic literature and research. You should refer to these sources using the School of Management adopted referencing style (Harvard system). An oral debate requires you to develop a perspective on a topic and defend it. Usually there is no right or wrong answer so the ability to argue your viewpoint becomes critical to your mark. You are required to use research to define what you are arguing about and present the facts in an orderly fashion as you see them - all of which lead to an inevitable conclusion (as you would want the listener/reader to come to). Your opinion during the debate should be supported by research. You are required to submit a 700 word essay that 12

13 illustrates the research supporting your point of view. Task Length Assessment Criteria: Link to Unit s Learning Outcomes: Due Date: Value: This task requires you to form a debating partnership with another student and to book time in the unit s web-conferencing room. The unit coordinator will nominate who your debate partner is at least four weeks prior to the debate deadline. Your pair is required to debate each other; one person arguing the point and the other person the counterpoint. You will each have 5 minutes to present your argument with the Point person starting the debate. Following the 5 minute presentation each person will have 3 minutes for rebuttal. You will be penalised if you go over the 5 minute limit. You are each also required to submit a short 700 word referenced essay arguing your point of view. This must be submitted as a word document only, via the MyLO dropbox. A detailed assessment rubric will be provided on MyLO. Page 4 of this unit outline shows the specific learning outcomes of this assessment item. Monday, 9 June, 2 pm 30% (20% of the marks will be awarded for the Oral Debate and 10% of the marks will be awarded for the essay). Assessment Item 4 Workshop / Online activities Task Description: Task Length Assessment Criteria: Link to Unit s Learning Outcomes: Due Date: Each Module throughout the semester there will be activities to be prepared prior to and completed in the face-to-face workshops for Hobart and Launceston students or as online discussions for Distance students. Your prepared answers to a random three of these activities will be marked. 3 activities (not more than 500 words each) A detailed assessment rubric will be provided on MyLO. Pages 4 of this unit outline show the specific learning outcomes of this assessment item. 3 random, non-identified weeks Value: 15% (Each of the three activities will be awarded a mark out of 5) How Your Final Result Is Determined Your final result is determined by combing your results for each assessment item. 13

14 Submission of Assessment Items Lodging Assessment Items Assignments must be submitted electronically through the relevant assignment drop box in MyLO. All assessment items must be handed in by 2.00pm on the due date. Where appropriate, unit coordinators may also request students submit a paper version of their assignments. All assignments must have a TSBE Assignment Cover Sheet, which is available as a blank template from the TSBE website: [ All assignments must include your name, student ID number, tutorial day/time, and your tutor s name. If this information is missing the assignment will not be accepted and, therefore, will not be marked. Please remember that you are responsible for lodging your assessment items on or before the due date. We suggest you keep a copy. Even in perfect systems, items sometimes go astray. Late Assessment and Extension Policy In this Policy (a) day or days includes all calendar days, including weekends and public holidays; (b) late means after the due date and time; and (c) assessment items includes all internal non-examination based forms of assessment 2. This Policy applies to all students enrolled in Faculty of Business Units at whatever Campus or geographical location. 3. Students are expected to submit assessment items on or before the due date and time specified in the relevant Unit Outline. The onus is on the student to prove the date and time of submission. 4. Students who have a medical condition or special circumstances may apply for an extension. Requests for extensions should, where possible, be made in writing to the Unit Coordinator on or before the due date. Students will need to provide independent supporting documentation to substantiate their claims. 5. Late submission of assessment items will incur a penalty of 10% of the total marks possible for that piece of assessment for each day the assessment item is late unless an extension had been granted on or before the relevant due date. 6. Assessment items submitted more than five (5) days late will not be accepted. 7. Academic staff do NOT have the discretion to waive a late penalty, subject to clause 4 above. Academic Referencing and Style Guide In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others and maintain academic integrity. Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence. 14

15 The appropriate referencing style for this unit is: the Harvard style. For information on presentation of assignments, including referencing styles: Review of Assessment and Results Review of Internal Assessment It is expected that students will adhere to the following policy for a review of any piece of continuous/internal assessment. The term continuous/internal assessment includes any assessment task undertaken across the teaching phase of any unit (such as an assignment, a tutorial presentation, and online discussion, and the like), as well as any capstone assignment or take-home exam. Within five (5) days of release of the assessment result a student may request a meeting with the assessor for the purpose of an informal review of the result (in accordance with Academic Assessment Rule No. 2 Clause 22 During the meeting, the student should be prepared to discuss specifically the marks for the section(s) of the marking criteria they are disputing and why they consider their mark(s) is/are incorrect. The assessor will provide a response to the request for review within five (5) days of the meeting. If the student is dissatisfied with the response they may request a formal review of assessment by the Head of School, with the request being lodged within five (5) days of the informal review being completed. A Review of Internal Assessment Form must be submitted with the formal review ( ent.pdf). Review of Final Exam/Result In units with an invigilated exam students may request a review of their final exam result. You may request to see your exam script after results have been released by completing the Access to Exam Script Form, which is available from the TSBE Office, or at the following link Your unit coordinator will then contact you by within five (5) working days of receipt of this form to go through your exam script. Should you require a review of your final result a formal request must be made only after completing the review of exam script process list above. To comply with UTAS policy, this request must be made within ten (10) days from the release of the final results (in accordance with Academic Assessment Rule No. 2 Clause 22: You will need to complete an Application for Review of Assessment Form, which can be accessed from: Note that if you have passed the unit you will be required to pay $50 for this review. The TSBE reserves the right to refuse a student request to review final examination scripts should this process not be followed. 15

16 Further Support and Assistance If you are experiencing difficulties with your studies or assessment items, have personal or lifeplanning issues, disability or illness which may affect your study then you are advised to raise these with your lecturer or tutor in the first instance. If you do not feel comfortable contacting one of these people, or you have had discussions with them and are not satisfied, then you are encouraged to contact the Director of Postgraduate Programs: Name: Dr Rob Hecker Room: 307, Commerce Building, Sandy Bay Phone: There is also a range of University-wide support services available to students, including Student Centre Administration, Careers and Employment, Disability Services, International and Migrant Support, and Student Learning and Academic Support. Please refer to the Current Students website (available from for further information. If you wish to pursue any matters further then a Student Advocate may be able to assist. Information about the advocates can be accessed from The University also has formal policies, and you can find out details about these policies from the following link Academic Misconduct and Plagiarism Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student: (a) seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or (b) improperly disadvantages any other student. Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline. This can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in the Ordinance of Student Discipline Part 3 Academic Misconduct, see Plagiarism is a form of cheating. It is taking and using someone else s thoughts, writings or inventions and representing them as your own, for example: using an author s words without putting them in quotation marks and citing the source; using an author s ideas without proper acknowledgment and citation; or copying another student s work. using one s own work from previously submitted assessment items if repeating a unit. 16

17 If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity resources on the web at The intentional copying of someone else s work as one s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course, or the University. The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author s permission is required before a work within the database can be viewed. For further information on this statement and general referencing guidelines, see or follow the link under Policy, Procedures and Feedback on the Current Students homepage. 17

18 Study Schedule Week Start of Week Topic Text chapters and readings Due Date 1 24 February Introduction to unit and Textbook Chapters 1 & 2 assessment Module 1 1. Muma RD, Smith B & Somers PA 2006, Use of Mintzberg's Mmodel of managerial roles to evaluate academic administrators, Journal of Allied Health, Vol. 35, No. 2, What is Organisational Behaviour, Diversity in organisations 2. Turnbull, H, Greenwood, R, Tworoger, L & Golden, C 2010, Skills Deficiencies in diversity and inclusion in organizations: Developing an inclusion skills measurement, Academy of Strategic Management Journal, Vol. 9, No. 1, pp March Module 1 cont March Module 2 Personality and values, Emotions and Moods, Perception and individual decision making 4 17 March Module 2 cont March Module 3 Attitudes and job satisfaction, Motivation: from concept to application March Module 3 cont. 7 7 April Module 4 Foundations of group behaviour, Textbook Chapters 4, 5 & 6 1. Campbell, CR & Swift, CA 2006, Attributional comparisons across biases and Leader- Member Exchange status, Journal of Managerial Issues, Vol. 18, No. 3, pp Clarke, S & Robertson, T 2005, A meta-analytic review of the Big Five personality factors and accident involvement in occupational and non-occupational settings, Journal of Occupational and Organizational Psychology, Vol. 78, pp Rozell, EJ, Pettijohn, CE & Parker, RS 2011, White vs, blue: Does the collar color affect job attitudes and behaviors? Academy of Strategic Management Journal, Vol. 10, No. 1, Textbook Chapters 3 & 7 1. Loi, R, Yang, J & Diefendorff, JM 2009, Four-factor justice and daily fob satisfaction: A multilevel investigation, Journal of Applied Psychology, Vol. 94, No. 3, pp Van Dyne, L & Pierce, JL 2004, Psychological ownership and feelings of possession: three field studies predicting employee attitudes and organizational citizenship behaviour, Journal of Organizational Behavior, Vol. 25, No. 4, pp Textbook Chapters 8, 9 & Bashshur, MR, Hernandez, A & Gonzalez-Roma, V 2011, When managers and their Case Study, Monday, 7 April, 18

19 Understanding work teams, Conflict and negotiation 8 14 April Module 4 cont. teams disagree: A longitudinal look at the consequences and differences in perceptions of organizational support, Journal of Applied Psychology, Vol. 96, No. 3, pp Biron, M & Bamberger, P 2012, Aversive workplace conditions and absenteeism: Taking referent group norms and supervisor support into account, Journal of Applied Psychology, March, pp Bradley, BH, Postlethwaite, BE, Klotz, AC & Brown, KG 2012, Reaping the benefits of task conflict in teams: The critical role of team psychological safety climate, Journal of Applied Psychology, Vol. 97, No. 1, pp pm 9 28 April Module 5 Communication, Leadership, Power and politics 10 5 May Module 5 cont. Mid-semester break: Friday 18 Friday 25 April inclusive Textbook Chapters 10, 11 & Golden, TD, Veiga, JF & Dino, RN 2008, The impact of professional isolation on teleworker job performance and turnover intentions: Does time spent teleworking, interacting face-to-face, or having access to communication-enhancing technology matter? Journal of Applied Psychology, Vol. 93, No. 6, pp Grant, AM & Sumanth, JJ 2009, Mission impossible? The performance of prosocially motivated employees depends on manager trustworthiness, Journal of Applied Psychology, Vol. 94, No. 4, pp Jahangir, N, Akbar, MM & Begum, N 2006, The impact of social power bases, procedural justice, job satisfaction, and organizational commitment on employees turnover intention, South Asian Journal of Management, Vol. 13, No. 4, pp May Module 6 Foundations of organisational structure, Organisational culture May Module 6 cont. Textbook Chapters 14 & Bellou, V 2007, Organizational culture as a predictor of job satisfaction: the role of gender and age, Career Development International, Vol. 15, No. 1, pp Jiang, JY, Sun, L-Y & Law KS 2011, Job satisfaction and organizational structure as moderators of the effects of empowerment on organizational citizenship behaviour: A self-consistency and social exchange perspective, International Journal of Management, Vol. 28, No. 3, Part 1, pp Group Report and Reflective Essay, Monday, 12 May 2pm 19

20 13 26 May Module 7 Organisational change and stress management Textbook Chapter Furst, SA & Cable, DM, 2008, Employee resistance to organizational change: Managerial influence tactics and Leader-member Exchange, Journal of Applied Psychology, Vol. 93, No. 2, pp Podsakoff, NP, LePine, JA & LePine, MA 2007, Differential challenge stressorhindrance stressor relationships with job attitudes, turnover intentions, and withdrawal behavior: A meta-analysis, Journal of Applied Psychology, Vol. 92, No. 2, pp Oral Debate, Monday, 9 June, 2 pm 20