S SU UB BJ JE EC CT T G GU UI ID DE E
Faculty of Business, Design and Information Technology Higher Education
BAC205 Organisational Behaviour and Design Semester 1 2017
Program Code: Program Name: BACC16: Bachelor of Business (Accounting) BBA14: Bachelor of Business Administration MPA14: Master of Professional Accounting
The information contained in this subject guide is correct at time of publication. The Institute has the right to change any of the elements contained in this document at any time. Last updated: 7 December 2016
Subject Guide
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Table of Contents Subject Chair and Examiner ......................................................................................................................4 Subject Lecturer/Coordinator.....................................................................................................................4 Tutor(s) ......................................................................................................................................................4 Introduction ................................................................................................................................................5 Learning Outcomes ...................................................................................................................................6 Contact Hours ............................................................................................................................................6 Expected Workload ...................................................................................................................................6 Subject Pre-requisites ...............................................................................................................................6 Teaching and Learning Method .................................................................................................................6 Prescribed Text(s) and Readings ..............................................................................................................6 Timetable Information ................................................................................................................................6 Subject Schedule .......................................................................................................................................7 Public Holidays ..........................................................................................................................................8 Mid Semester Break ..................................................................................................................................8 Foundation Study Skills .............................................................................................................................8 Exam Study Week (SWOT VAC) ..............................................................................................................8 Examinations/Assessment period .............................................................................................................8 Supplementary Examinations/Assessment period ....................................................................................8 Detailed Weekly Program ..........................................................................................................................9 Week 1 ...................................................................................................................................................9 Introduction ............................................................................................................................................9 Week 2 ...................................................................................................................................................9 Week 4 ................................................................................................................................................ 10 Personality & Personality .................................................................................................................... 10 Week 5 ................................................................................................................................................ 10 Perception and Decision Making ........................................................................................................ 10 Week 6 ................................................................................................................................................ 10 Motivation ............................................................................................................................................ 10 Week 7 ................................................................................................................................................ 11 Leadership .......................................................................................................................................... 11 Week 8 ................................................................................................................................................ 11 Power and Politics and Influence ........................................................................................................ 11 Week 9 ................................................................................................................................................ 11 Organisational Structure & Design ..................................................................................................... 11 Week 10 .............................................................................................................................................. 11 Organisational Culture ........................................................................................................................ 11 Week 11 .............................................................................................................................................. 12 Organisational Change ....................................................................................................................... 12
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Week 12 .............................................................................................................................................. 12 Current Issues ..................................................................................................................................... 12 Week 13 .............................................................................................................................................. 12 Revision .............................................................................................................................................. 12 Subject Resources .............................................................................................................................. 13 Prescribed Text(s) and Readings ........................................................................................................... 13 Recommended Text(s) and Readings .................................................................................................... 13 Referencing ............................................................................................................................................ 13 General Study Resources ...................................................................................................................... 14 Teaching, Learning and Assessment ..................................................................................................... 14 Assessment Structure ............................................................................................................................ 15 Assignment Submission ......................................................................................................................... 15 Extension of Time for Assigned Work .................................................................................................... 15 Deferred Assessment ............................................................................................................................. 15 Special Consideration ............................................................................................................................. 16 Hurdle Requirements .............................................................................................................................. 16 Assessment Items .................................................................................................................................. 17 Assessment 1: Research Essay ......................................................................................................... 17 Learning Outcomes Assessed: 1, 2, 6 ........................................................................................ 17 Marking Criteria: ............................................................................................................................... 18 Assessment 2: Case Study Analysis and Research ......................................................................... 19 Learning Outcomes Assessed: 1, 4, 5, 6 .................................................................................... 19 Marking Criteria: ............................................................................................................................... 22 Assessment 3: Final Examination ...................................................................................................... 22 Learning Outcomes Assessed: 1-6 ............................................................................................. 22 Plagiarism and Academic Conduct ........................................................................................................ 23 Additional Notes for Students ................................................................................................................. 24 Marking and Grading Guidelines ............................................................................................................ 25
Subject Guide
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Organisational Behaviour and Design BAC205
Subject Chair and Examiner Tammy Casselson Phone: (03) 9564 1555 Email: [email protected] Location: C1.2.17
Subject Lecturer/Coordinator Tammy Casselson Phone: (03) 9564 1555 Email: [email protected] Location: C1.2.17
Tutor(s) Tammy Casselson Phone: (03) 9564 1555 Email: [email protected] Location: C1.2.17
Michael Stewart Email: [email protected]
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Introduction The focus of this subject is an examination of the aspects of organisational behaviour that are relevant to the manager in an Australian organisation. The subject begins with an overview of the historical background of organisational behaviour as well as its relationship with other disciplines such as economics, politics, psychology, sociology and information technology.
Students analyse the factors that are critical in influencing individual behaviour patterns. Biographical characteristics, ability, personality, values and attitude to learning are all examined. The influence of individual and organisational values in shaping ethical conduct is investigated and ethical decisionmaking criteria assessed. Students then analyse motivation and perception in order to determine how they help account for individual differences in behaviour. The link between perception and individual decision-making is examined. Students are encouraged to examine how their own patterns of perception are formed and how this affects their decision-making processes. Students are introduced to different theoretical perspectives on motivation. They are required to demonstrate a clear understanding of the content and process theories of motivation and what role they can play in shaping perception, attitudes, values, personality and performance. Taylor’s scientific management and Mayo’s human relations approach are examined and their influence on the modern workplace noted. More recent theorists such as Maslow, McGregor, Hertzberg and McClelland are compared and students are encouraged to extrapolate their theories in considering what motivates people in the workplace. In particular students are encouraged to identify what motivates them most strongly in the workplace. Students assess the connection between dominant theories of motivation and workplace culture as well as how the role of the manager differs in different workplace cultures.
Students then examine the process of organisational design. They consider patterns of organisational structure, the division of labour, spans of managerial control and staff versus line authority. Implications of the recent trend towards flatter structures are examined. The concept of organisational culture and its relationship to the change process is investigated to determine when change can succeed. Students compare different types of organisational structures in both the public and private sectors, analyse the effects of restructuring and aligning structure to organisational goals, strategy and outcomes. The impact of change on the structure of an organisation is debated and case studies are used to demonstrate the implications of the restructuring process.
The merits and de-merits of formal and informal uses of power, politics and influence tactics are analysed and compared. Case studies and role-plays allow students to experience the use and abuse of power and to debate the ethical implications of political and influence tactics. The position of the manager in both formal and informal power situations in both the private and public sectors is considered carefully. The conflicting demands that power and politics in an organisation may place upon the manager are carefully considered and ethical considerations regarding the use of power, politics and influence assessed. The notion of many organisations having a legitimate system and a shadow system (Stacey, 1996) is related to the role of the manager and students are invited to identify true bases of power. Students are introduced to models of leadership theory developed in the middle of the last century from trait, behavioural and contingency based perspectives. The concept of transformational and charismatic leadership is introduced, and students are asked to investigate contemporary thinking on organisational leadership. This sets the scene for an examination of concepts such as follower-ship, distributed leadership and values based leadership. Finally, students are asked to apply their understanding of leadership to other important concerns such as gender, power and influence in organisations; motivation and leading in a cross-cultural setting.
Students identify significant issues likely to face Australian organisations in the future by analysing organisational and societal trends over the last decade. Students are encouraged to examine case studies of live organisations in the private and public sectors in order to extrapolate trends. These include a range of current social, economic, political and technological issues. Students compare different ways in which organisations can design work and evaluate the merits of these based upon a range of internal and external factors. Students speculate, on the basis of recent trends, on how the role of the manager in Australian organisations will evolve in coming years. Areas to be examined may include the management of workplace diversity, the globalisation of work, quality of work life, new work options, organisational transitions, continuous improvement, customer relationship management, business ethics, corporate governance and social responsibility.
Subject Guide
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Learning Outcomes 1) Explain the concepts of organisational behaviour and organisational culture and analyse the work of selected organisational behaviour theorists 2) Interpret patterns of individual behaviour and motivational factors in the work environment 3) Explain the basis of organisational design, assess formal and informal organisational structures and identify the position of the manager in these areas 4) Assess the use of power, politics and influence in organisations in both the public and private sectors 5) Explore the development of leadership theories and their application in the contemporary business environment 6) Evaluate some important issues Australian organisations are likely to face in the future and speculate on the changes businesses will have to implement to retain a competitive position.
Contact Hours This unit is a 4 hours per week contact unit – 2 hours lecture and 2 hours tutorial
Expected Workload This is a six credit point study unit which involves three hour’s contact each week over 12 weeks. For each hour spent in class, it is expected that you will spend 3 hours researching, reading, writing and reflecting on the course material. The total time commitment for this unit is 156 hours.
Subject Pre-requisites Nil
Teaching and Learning Method This course is delivered using a variety of teaching strategies. These include: Lectures (large group format delivery) Tutorial workshops involving question & answer sessions and case study analysis Brightspace
Prescribed Text(s) and Readings Robbins, S., Millett, B., Boyle, M., & Judge, T. (2016).Organisational Behaviour. 8th Ed Frenchs Forest, NSW: Pearson Australia. (Earlier editions of texts can be used)
WARNING: Possession of photocopied texts is strictly prohibited. This is a direct breach of the Copyright Act (1968) and should not occur without express permission of the Copyright Owner. Holmesglen reserves the right to confiscate the material.
Timetable Information Teaching program timetable information is provided via your student portal and Faculty Noticeboards.
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Subject Schedule
Wk Week Com 2017
Topic Readings Key date(s)
1 27 February
Introduction, concepts of organisational behaviour,
Ch 1 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings
2 6 March
Patterns of individual behaviour: Introduction to Diversity Attitudes & Job Satisfaction
Ch 2, 3 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings
3 13 March Foundation Study Skills
4 20 March
Personality and Values Ch 4 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings
5 27 March
Perception and Decision Making Ch6 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings
6 3 April Motivation Ch7 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings
7 10 April Leadership Ch11 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings
Assignment 1: Essay due midnight Thursday 13 April 2017 in assignment box and Brightspace
Mid Semester Break Friday 14 April – Friday 21 April 2017
8 24 April
Power and Politics and Influence Ch12 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings
9 1 May Organisational Structure & Design Ch14 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings 10 8 May Organisational Culture Ch15 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings
Assignment 2 Due midnight Thursday 11 May 2017 in assignment box and Brightspace
11 15 May Organisational Change Ch16 Organisational Behaviour, Robbins et al. (2016) Brightspace Exercises/ readings
12 22 May
Current Issues such as diversity, ethics, stress, communication, networking, teams….
Organisational Behaviour, Robbins et al. (2016) Various pages & chapters Brightspace Exercises/ readings
13 29 May Revision
-
5 June
Swot Vac No scheduled classes during this week unless make-up classes timetabled
- 13 -23 June Exam Period (including previous semester’s supplementary exams)
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Public Holidays Thursday 26 January – Australia Day holiday Monday 13 March – Labour Day holiday Friday 14 April – Good Friday holiday Monday 17 April – Easter Monday holiday Tuesday 25 April – ANZAC public holiday Monday 12 June – Queen’s Birthday holiday Friday 29 September – AFL Grand Final Eve holiday Monday 6 November - Melbourne Cup Day Eve (Institute closed) Tuesday 7 November – Melbourne Cup Day holiday
Note: No classes on public holidays. Discuss with your subject coordinator or tutor how these classes will be ‘made up’.
Mid Semester Break Friday 14 April – Friday 21 April 2017 (inclusive of Easter holiday)
Foundation Study Skills Tuesday 14 March – Friday 17 March 2017
Exam Study Week (SWOT VAC) Semester 1: Monday 5 June – Friday 9 June 2017 No scheduled classes during this week unless make-up classes timetabled. It is designed to enable students to revise and study for exams.
Examinations/Assessment period Semester 1: Tuesday 13 June – Friday 23 June 2017
Supplementary Examinations/Assessment period In the following Examination period.
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Detailed Weekly Program The following is an indication of the areas covered on a week-by-week basis. These may change subject to public holidays, absences etc. Check with your tutor or on BrightSpace for changes.
Week 1
Lecture
Introduction
Core reading: Organisational Behaviour, Robbins et al. (2016) Chapters 1
Recommended reading: Kaifi, B., & Noori, S. (2011). Organizational behavior: a study on managers, employees, and teams. Journal of Management Policy and Practice, 12(1), 88-97.
Groves, K., & Larocca, M. (2011).An empirical study of leader ethical values, transformational and transactional leadership, and follower attitudes toward corporate social responsibility. Journal of Business Ethics, 103(4), 511-528.
Tutorial activities Week 1: Selection of Questions from Text ch. 1 and discussion of key concepts. Discussion: What are some of the major behavioural issues at the workplace today? Experiential exercise: What factors are most important to your job satisfaction?
Week 2
Lecture The individual Attitude & Job Satisfaction
Core reading:
Organisational Behaviour, Robbins et al. (2016) Chapters 2
Recommended reading: Herri, H. (2011). Firm's performance and top management characteristics in Indonesia. The International Business & Economics Research Journal, 10(8), 15-22.
Tutorial activities Week 2: Experiential exercise: What factors are most important to your job satisfaction? Discussion on the recommended reading.
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Week 4
Lecture
Personality & Personality
Core reading:
Organisational Behaviour, Robbins et al. (2016) Chapter 5
Recommended reading: Nielsen, S., & Huse, M. (2010). Women directors' contribution to board decision-making and strategic involvement: The role of equality perception. European Management Review, 7(1), 16-29.
Tutorial activities Week 4: Selection of Questions from Text ch 5. Experiential exercise: Five ethical decisions – what would you do?
Week 5
Lecture
Perception and Decision Making
Core reading:
Organisational Behaviour, Robbins et al. (2016) Chapters 6
Recommended reading: Sanders, J., Dorenbosch, L., Gründemann, R., & Blonk, R. (2011).Sustaining the work ability and work motivation of lower-educated older workers: directions for work redesign. Management Revue, 22(2), 132-150.
Tutorial activities Week 5: Selection of Questions from Text ch 7 & 8 and discussion of key concepts. Discussion on the recommended reading.
Week 6
Lecture
Motivation
Core reading:
Organisational Behaviour, Robbins et al. (2014) Chapters 7
Recommended reading: Boachie-Mensah, F., & Dogbe, O. (2011). Performance-based pay as a motivational tool for achieving organisational performance: an exploratory case study. International Journal of Business and Management, 6(12), 270-285.
Tutorial activities Week 6: Selection of Questions from Text ch 7 & 8 and discussion of key concepts. Discussion: case-study “Will work bring me happiness?”
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Week 7
Lecture
Leadership
Core reading: Organisational Behaviour, Robbins et al. (2016) Chapter 11
Recommended reading: Mosley, D., & Patrick, D. (2011). Leadership and followership: the dynamic process of building high performance cultures. Organization Development Journal, 29(2), 85-100.
Tutorial activities Week 7: Selection of Questions from Text ch 12 and discussion of key concepts. Discussion on the recommended reading.
Week 8
Lecture
Power and Politics and Influence
Core reading: Organisational Behaviour, Robbins et al. (2016) Chapter 12
Recommended reading: Chu, P. (2010). A study of the influence of paternalistic leadership and subordinate-supervisor relationship on working morale. Journal of Global Business Management, 6(2), 1-8.
Tutorial activities Week 8: Selection of Questions from Text ch 13 and discussion of key concepts. Discussion on the “global implications of power and politics” at the end of chapter 13.
Week 9
Lecture
Organisational Structure & Design
Core reading: Organisational Behaviour, Robbins et al. (2014) Chapter 14
Recommended reading: Schweer, M., Assimakopoulos, D., Cross, R., & Thomas, R. (2012). Building a well-networked organization. MIT Sloan Management Review, 53(2), 35-42.
Tutorial activities Week 9: Selection of Questions from Text ch 15 and discussion of key concepts. Discussion on the recommended reading.
Week 10
Lecture
Organisational Culture
Core reading: Organisational Behaviour, Robbins et al. (2016) Chapter 15
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Recommended reading: Vo, T., & Nguyen, D. (2011). Corporate ownership structure and organizational culture in a transition economy: the case of vietnam. International Journal of Economics and Finance, 3(4), 36-47.
Tutorial activities Week 10: Selection of Questions from Text ch 16 and discussion of key concepts. Experiential exercise: Rate your classroom culture.
Week 11
Lecture
Organisational Change
Core reading: OrganisationalBehaviour, Robbins et al. (2011) Chapter 16
Recommended reading: Rosenberg, S., & Mosca, J. (2011).Breaking down the barriers to organizational change. International Journal of Management and Information Systems, 15(3), 139-146.
Tutorial activities Week 11: Selection of Questions from Text ch 17 and discussion of key concepts. Discussion on the recommended reading.
Week 12
Lecture
Current Issues
Core reading: Organisational Behaviour, Robbins et al. (2016) Chapters 1,2 & 16
Recommended reading: Ekaterina S. Ralston. (2010). Deviance or norm?Exploring corporate social responsibility. European Business Review, 22(4), 397-410.
Tutorial activities Week 12: Discussion: Given the fast-changing variables happening globally, what do you envisage the Australian organization to become and what should be the organisational behaviour strategy?
Week 13
Lecture
Revision
Core reading:
Organisational Behaviour, Robbins et al. (2016)
Recommended reading: All lecture slides
Tutorial activities Week 13: Revision questions
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Subject Resources The following resources relate specifically to this subject.
Prescribed Text(s) and Readings Robbins, S., Millett, B., Boyle, M., & Judge, T. (2016).Organisational Behaviour. 8th Ed Frenchs Forest, NSW: Pearson Australia
Recommended Text(s) and Readings Griffin, R. & Moorhead, G. (2011).Organizational Behavior: Managing people and organizations. Mason, OH: South Western Cengage Learning. Related articles in Organizational Behaviour can be obtained from journals below through the library academic databases such as Proquest, Ebscohost and Emerald.
Academy of Management Journal
Academy of Management Review
Administrative Quarterly Review
Annual Review of Psychology
Asia Pacific HRM
Harvard Business Review
Human Relations
Journal of Applied Psychology
Journal of General Management
Journal of Management
Journal of Management Studies
Journal of Occupational and Organizational Psychology
Journal of Organizational Behaviour
OrganisationalBehaviour and Human Decision Processes Organization Studies
Personnel Psychology Research in Organizational Behaviour
Referencing All work submitted for an assessment is required to be appropriately referenced. Heavy penalties apply for plagiarism (see further details on plagiarism later in this subject outline). The link below provides a detailed and easy-to-follow approach to referencing your work: http://www.holmesglen.edu.au/services/learning_commons_library/research_tools/referencing_guide Two examples of referencing are provided below: 1. A book. Duarte, N 2010, Resonate: present visual stories that transform audiences, John Wiley & Sons, New Jersey. 2. A journal article. Stevens, T2010, ‘Tensions in 21st century learning communities’, ICT in Education, Vol. 33, No. 2.
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General Study Resources The study resources provided by Holmesglen include:
Learning Commons The Learning Commons branches are designed to be accessible to all students at Holmesglen. The collection includes a range of visual and aural material to support your studies. A range of books and journals are available, along with journal databases that can be used to support your research via the Learning Commons Home Page: http://www.holmesglen.edu.au/services/learning_commons_library.
Study Skills Study Skills shows you how to get started on your assignments, improve your research skills, with tips and tricks for essay writing, note-taking, proofreading and much more! Study skills support is available through http://www.holmesglen.edu.au/services/learning_commons_library/research_tools/studyskills.
Learning and study support For support tailored to special needs, Disability Services (Student Services department) can advise students about assistive technology and alternative software and organise class materials in alternative formats. The Academic Skills Unit can also assist and advise with general aspects of studying and language such as study skills and assignment writing skills.
Teaching, Learning and Assessment Holmesglen provides a learning environment that prepares graduates for their careers. In order to do this, the design and development of learning outcomes, teaching methods and assessment has been carefully formulated to develop a range of work-related attributes in each graduate. Your learning experience in this subject has been devised to bring out the attributes shown below. This is achieved with a careful mix of learning outcomes, teaching and learning activities and assessment, across the whole degree program to align what is taught and how it is assessed. Some examples of how we will develop graduate attributes within this subject are in the table below.
Attribute/Skill
Relevant processes through which the Attributes are developed
Teaching and learning activities Assessment activities
Knowledge management
You are required to access multiple sources of information such as books, journals, news reports and the internet to update your knowledge base.
You will need to contrast multiple sources to prove your arguments in the essay to suggest novel ways of helping managers solve a problem.
Work-related knowledge and skills
We will be discussing case studies and applying theories to real events to show this subjects relevance and how it can be used in the work place
The assessments contains work-related problems that you will need to solve
Knowledge in the discipline
You should ask relevant questions in class to clarify any doubt; you will need to succeed in the assessment hurdles specified below.
Pass all assessments at the higher level.
Use ICT appropriately
You will use moodle to discuss topic areas with other students; you will need to use office productivity software to produce assignments.
Assessments are placed in moodle.
Communicate effectively
You will practise communication skills, sharing of information and discussion of issues presented in lectures during tutorials. TVC will give you an opportunity of practicing online communication skills.
All assessments will assess your ability to communicate and your teachers are available to help you to improve in this area. Please use the language support, library assistance and teacher support to communicate in a professional manner.
Ethical and professional
You are required to hand assignments in within deadlines; you are expected to actively participate in all classes; you are expected to have a high level of originality on Turnitin when your assignment is analysed.
You preparation for assessments will be reflected in the results you achieve
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Assessment Structure The assessment structure is shown in the table below, detailed descriptions of each assignment are in the following sections. Item Weight Due Date Late submission penalty Essay 40% 13 April 2017 10% penalty for each day late Case Studies 30% 11 May 2017 10% penalty for each day late Examination 30% Exam weeks
Assignment Submission Faxed assignments will NOT be accepted under any circumstances. All assignments to be submitted through the Faculty of Business, Design and Information Technology Office should be placed in the Assignment Return Box located near the Faculty Reception with a completed Assessment Cover Sheet attached. Your tutor’s name must be clearly marked. The Assignment Return Box is cleared daily at 8 am, 12 noon and 5.00 pm week days only. A second copy must be submitted through Brightspace by the due date. Please email your tutor BEFORE the due date if you are not going to be able to submit on time.
Extension of Time for Assigned Work All assignments should be submitted by the due date as determined by the lecturer. Extension of time for assigned work may be granted where temporary circumstances of a personal or work related nature adversely affects a student’s ability to submit on time. Such a case may include conflicting demands of course requirements. To be eligible students would normally have met a minimum of 80% attendance, or in the case of online learning, actively participated in discussions. Applications in writing shall be made to the lecturer in charge at least 48 hours prior to the due date. Extensions will not be granted on or after the due date.
Where the lecturer in charge is satisfied that your reason for an extension is valid and an extension is granted, the student will be notified of the new submission due date and will be assessed without penalty.
Deferred Assessment The purpose of Deferred Assessment is to give a student whose assessment has been adversely affected by exceptional circumstances beyond their control an opportunity to demonstrate their ability.
An application for deferred assessment may be made by a student when they have been adversely affected by circumstance or event which will impact on their assessment. Such cases may include serious illness and or personal trauma. This does not include minor illnesses such as a mild cold. It includes physical and mental illnesses. In addition, students who suffer loss, bereavement, hardship trauma or who are required for military service or other legal requirements may also be eligible. Students are expected to give priority to their studies and work or overseas travel is not normally considered valid grounds.
To be eligible, students would normally have met a minimum of 80% attendance, or in the case of online learning, actively participated in discussions. Applications shall be made in writing to the relevant Course Leader prior to or up to five working days after the due submission date or scheduled examination. Relevant documentary evidence should be presented with the application. A separate Application Form is to be completed for each assessment task.
An application for Special Consideration can only be made if the assessment task has not been completed by the due date. If the task has been completed, an Application for Special Consideration must be made.
Applications for Deferred Assessment are available at Faculty reception or from the Student Forms section of the Holmesglen website. They should be submitted to the Course Leader or to Student Services.
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In accordance with the Holmesglen Higher Education Rule for Assessment a student who has been granted deferred assessment will be notified of the new submission due date or examination date and will be assessed without penalty.
Special Consideration The purpose of Special Consideration is to give a student whose assessment has been adversely affected by exceptional circumstances beyond their control an opportunity to demonstrate their ability.
An application for special consideration may be made by a student when they have been adversely affected by circumstances or event which they believe has impacted on their assessment. Such cases may include an acute illness, significant personal hardship or a long-term disability or chronic illness beyond their control. This does not include minor illnesses such as a mild cold. It includes physical and mental illnesses. In addition, students who suffer loss, bereavement, hardship trauma or who are required for military service or other legal requirements may also be eligible. Students are expected to give priority to their studies. Work or overseas travel is not normally considered valid grounds.
To be eligible, students would normally have met a minimum of 80% attendance, or in the case of online learning, actively participated in discussions. Applications shall be made in writing to the relevant Course Leader prior to or up to five working days after the due submission date or scheduled examination. Relevant documentary evidence is also required.
An application for Special Consideration can only be made if the assessment task has been completed. If the task has not been completed, an Application for Deferred Assessment may be made.
In accordance with the Holmesglen Higher Education Rule for Assessment a student who has been granted special consideration will have their grade reviewed. Applications for Special Consideration are available at reception or from the Student Forms section of the Holmesglen website. They should be submitted to either the Course Leader or Student Services.
Hurdle Requirements The hurdle requirement within this subject is a compulsory aspect or component of the subject that must be complied with in order for you to be eligible to receive a pass grade. Hurdle requirements vary from course to course and are identified for the specific subject in the curriculum documentation. Hurdle requirements ensure that you are engaged with the full range of learning outcomes required for successful knowledge transfer during the course.
The hurdle requirements for this subject of study are: You must attempt ALL assessments You must pass the final examination with a minimum mark of 45% An overall ‘Pass’ grade in the subject (≥ 50%)
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Assessment Items
It is strongly recommended that a student not sit an examination if the student is ill or holds a current medical certificate. Illness during an examination will not be considered when the examination is marked.
Assessment 1: Research Essay
Weighting: 40% of final grade
Learning Outcomes Assessed: 1, 2, 6 Word limit: 3000 words Due date: 13 April 2017
Return of Marks: 8 May 2017
Late penalty: 10% of 100 marks (10 marks per day late)
Question 1
20 marks
Essay Question: Research has shown that right person-job fit and motivated workers lead to high performance and high job satisfaction and ultimately organizational effectiveness.
“Job performance = individual attributes x work effort (motivation) x organisational support”
(Wood et al, 2004, p96)
Using research and theories discuss how organisations can use their knowledge of individual differences to place YOU in the right job.
Choose specific theories to discuss and apply how individual attributes have direct consequences in the work setting. You will need to use examples (fictional or hypothetical) to show your understanding of these concepts.
Your essay must include the following: Introduction (including a statement of intent) Conclusion Reference List Researching and In-text Referencing Definitions & Explanation of theory Application of theory to yourself Relevant stories and examples to reinforce theories discussed
Question 2
20 marks
Essay Question: Shirley Henderson was recently promoted to a management position at State Potato Chip Co. She is enthusiastic about her work. Generally things are going well, but Shirley is having a problem with Tony. Tony is often late for work, and even though he can do a good job, he does not regularly perform to expectations. Shirley had a talk with Tony to find out what the problem was. Tony said the money and benefits were okay, and the people in the department were nice, but the job was boring. He complained that he didn’t have any say about how to do his job and that Shirley was always checking up on him.
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Tony believes he is treated fairly because of the union, which gives him job protection. But because everyone is paid the same, working hard is a waste of time.
Briefly explain and apply
1) Herzberg’s theory of motivation to the above case to help Shirley;
: understand the reasons for Tony’s behaviour and
: advise Shirley how to motivate Tony.
2) Expectancy theory of motivation to the above case to help Shirley;
: understand the reasons for Tony’s behaviour and
: advise Shirley how to motivate Tony.
Marking Criteria: These are academic essays and demands analysis and synthesis of academic literature found in refereed journals and academic books. Students therefore need to conduct a literature review before making propositions and conclusions. The essay is to be written in an academic convention with proper citations and references. As a guide, 8 academic references are envisaged. Additional (optional) references may be cited from any source. These should be documented in a standard reference style such as Harvard or APA. Examples of these styles are found in the Learning Commons (library) web page. Marks will be awarded for developing logical arguments supported by evidence. A separate marking guide and mark sheet will be given to students later. Feedback on this essay will be given to students 3 weeks after submission (before the final examination). In addition to paper copy submission into the assignment box, students must submit an electronic copy to Turnitin originality software before the due date. Students are warned about plagiarism and non-original work (see Holmesglen’s policy on this issue in the latter page). Work submitted for all assignments must be accompanied by a completed and signed copy of the Assessment Cover Sheet. Students must always retain an electronic copy of all assignments to pre-empt any loss of the paper copy.
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Assessment 2: Case Study Analysis and Research
Word Limit: 3000 words
Marks Available: 60 = (case 1 = 40 marks) + (case 2 = 20 marks) Weighting: 30% of final grade Required: Answer each question fully
Learning Outcomes Assessed: 1, 4, 5, 6 Due date: 11 May 2017
Return of Marks: 29 May 2017
Late penalty: 10% of 100 marks (10 marks per day late)
Case Study 1: The merger of Snyergis and Abacus (40 Marks)
Bill Jones, team leader and support coach at Synergis, an outstanding medium-sized managementconsulting firm, walked into the managing director’s office filled with apprehension. Alan Smith had called a meeting with him at short notice, with a cryptic message from his executive assistant about the nature of that meeting. It was unlike Alan not to provide Bill with details about meetings. Alan was a passionate believer in transparent communication and decision making. He had gained a lot of respect from his employees because of his ‘up-front’ management style. As one long-time staff member commented: ‘We may not like some of his decisions, but we always know where we stand with Alan.’ Alan believed that in order for a knowledge-intensive firm such as Synergis to remain competitive and dynamic, open and collaborative communication and leadership styles were crucial to the continuing success of the firm.
Bill tried to dismiss a nagging feeling he’d had all day that something wasn’t quite right. But when he examined his feelings closely, he realised he had regularly felt uneasy during the past few months. He had felt this way since the announcement of the merger between Synergis and Abacus. Initially, Synergis staff found it difficult to understand why there needed to be a merger between the two firms. Not only did they have very divergent organisational cultures, they were also at different stages of their organisational life cycles. Abacus was a mature, conservative business-consulting firm that had experienced slow growth in recent years. The owner of Abacus, Elliott West, was keen to form a productive alliance with a younger, more productive firm, and began to search for one that might fit the criteria.
Elliott was a self-made and uneducated entrepreneur. Although he had grown a very successful business, he had always been in awe of the professional MBA-educated managers he hired to run his company. Elliott’s feeling of inadequacy about his lack of education often led him to accept advice from his managers without questioning whether or not is was appropriate. The idea of merger was ‘sold’ to him by the very ambitious and charismatic marketing manager, Nick Brown, who had been with Abacus for about a year. Elliott left all the negotiations with Synergis about the merger to his management team, and trusted them implicitly. He had met the Synergis team twice and was impressed by what he saw. There were times he thought that the outcomes of such a union would be almost too good to be true, but he dismissed the idea as negative thinking.
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Elliott also had doubts about the effect such a merger would have upon the staff of both companies. His management team were adamant that although there would be pain for current employees of Synergis, the Abacus way of doing things would have to prevail. Synergis had a lot to offer, but Elliott’s managers warned of letting the younger employees of Synergis ‘loose’. They explained to Elliott that individual employees had too much power and that Synergis wasn’t centralised enough. If Elliott were to gain control of the merged entity, the Synergists would need to be ‘brought into the line’.
The Abacus management team, in particular Nick Brown, developed a secret ‘containment’ plan that would be rolled out once the merger was official. They convinced Elliott that sufficient consultation had occurred with Synergist staff and that the executive staff were supportive of the plan. Despite having reservations about aspects of the plan, Elliott agreed for the plan to be implemented.
So, as Bill walked into the office and sat down in front of Alan, he realised why he had been feeling nervous. Alan looked as though he was about the deliver bad news. Alan told Bill that he had been informed by a disgruntled Abacus employee that senior management had a ‘containment’ plan ready to roll out once the merger was official. This plan would involve downsizing Bill’s area, which conducted most of the research and development work central to maintaining Synergis’s competitiveness. He also told Bill that the plan included moves to replace senior Synergis staff with middle managers from Abacus in order to reduce the costs of the merger. Bill was shocked at the news. He had met recently with his counterpart in Abacus and had no inkling that this would be a likely outcome of the merger. If anything, Abacus management seemed more than willing to cooperate with Synergis, particularly in relation to the merger of IT and HRM systems and procedures.
Alan and Bill arranged a meeting with Elliott later that week. When confronted with what Alan and Bill told him, Elliott first denied that such a plan existed. He then realised that the quality of some of the information he was receiving from his senior managers may be problematic. Instead of confronting them, particularly Nick, Elliott decided to do some investigations of his own. What he found startled him. Not only was Nick feeding him false information, but he had successfully convinced many of the Abacus staff members that he was the driving force behind Abacus, and that when the merger occurred he was the natural heir to the newly merged entity. He also presented an image of Elliott as ‘past his prime’ and needing ‘looking after’.
Although angry and upset, Elliott decided not he retaliate. Instead, he worked with Alan and Bill over the next few weeks to develop an alternative ‘containment’ plan, as well as a proactive merger plan that concentrated on aligning the two distinct cultures. Elliott developed a sound working relationship with the two Synergis executives, and came to appreciate the level of expertise and culture of excellence that the Synergists would contribute to the newly formed organisation.
At the same time, Elliott continued to work with Nick Brown on planning the rollout. Nick had no knowledge of Elliott’s secret meetings with Synergis, and assumed that Elliott would be making the announcement about the new CEO soon. He thought it strange that Elliott hadn’t formally discussed it with him, but was confident that Elliott wouldn’t consider anyone else for the position.i
A month before the merger, Nick met with Elliott in his office. Elliott was quiet but firm when he informed Nick that it would be Alan, not himself, who would be the CEO of the new organisation, which would be called Synabis. Elliott also told Nick that he wouldn’t be renewing his contract, which was due to expire in three months. Nick Brown’s payout was considerably larger that was stipulated in his contract, but Elliott West was relieved he was now free of Nick’s influence. Source: Organisational Behaviour, I. Robbins, Stephen P. (5th Ed) 2008, Pages 536-537
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Assignment Questions: Case Study 1 (40 Marks)
1. What are the main kinds of power bases Elliott used to solve the problem of Nick Brown undermining his position?
(5 marks)
2. What were the main power tactics used in this scenario? Which ones were the most successful? Why? (10 Marks)
3. How were both legitimate and illegitimate political behaviour used together in this instance. Discuss in detail. (10 Marks)
4. Discuss Alan’s leadership style. Choose one leadership theory and apply it to Alan, how could he use this theory to help him manage the new organisation; Synabis.
(15 Marks)
Assignment Questions: Case Study 2
According to Harmers Workplace Lawyers, recent cases of complaints of sexual discrimination and harassment show a significant rise in the level of compensation payouts, prompting a tightening of companies’ Equal Employment Opportunity (EEO) policies and training to ensure that their reach is extended to the company’s most senior executives. This is because sexual harassment is worst at the executive level in organisations, both public and private. Tony Vernier, a partner at Thomson Playford Cutlers, said that sexual harassment issues are the number-one risk factor employers should have on their radar.
Australia’s second-largest award for sexual harassment indicates the significance of the issue of sexual harassment and the abuse of power in the workplace. In 2009 the Federal Court ruled that Malgorzata Poniatowska, a female employee of South Australian housing developer Hickinbotham Group, was sexually abused and then unfairly sacked when she made multiple complaints about the abuse. The Hickinbotham Group was ordered to pay $466 000 in damages and her legal expenses, which at the time of the court resolution were expected to amount to more than $1 million.
Poniatowska had made a number of complaints to her manager about lurid emails and text messages from male colleagues. Following these complaints, she was sacked on the grounds that her job performance was not up to standard. Justice John Mansfield did not accept performance as a justifiable reason for the dismissal, and instead he observed that ‘Ms Poniatowska was not treated as the victim of sexual harassment, but as a problem to be dealt with’.
Tony Vernier also expressed his concern that attendance by employees at a work Christmas party or function is considered to be ‘in the course of employment’, and consequently employers have legal obligations to their employees. He also points out that employers should be aware that those obligations may extend beyond the period of the Christmas party itself, that is, the party after the Christmas party. He pointed to the high-profile case of Carlie Streeter v. Telstra Corporation [2007] AIRC 679, which
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captures media headlines with its themes of drunken sex romps. While not the key finding, it was significant that the case proceeded on the basis that conduct involving Telstra employees that took place in a privately paid-for hotel room, well after the work Christmas party had concluded, occurred ‘in connection’ with their employment. Sources: Sarah O’Carroll, ‘Sexual harassment worst at executive level’, Human Resources Leader, 11 November 2008; Anonymous, ‘Unaddressed sexual harassment costly’, Human Resources Leader, 7 July 2009, p. 6; and Zoe Lyon, ‘How to avoid Christmas party pandemonium’, Human Resources Leader, 11 November 2009.found in Robbins et al 2011, Organisational behaviour, 6th edn, Pearson Education Australia
Assignment Questions: Case Study 2 (20 marks)
1. Fully define the terms Sexual Harassment and Bullying and discuss how they relate to power. (5 marks)
2. Research and explain the consequences of sexual harassment and bullying in the workplace
(5 marks)
3. Research and discuss an example of what organisations are doing to deal with power abuse. What are they doing to prevent and deal with sexual harassment and bullying in the workplace? (10 marks)
Marking Criteria: These case studies require students to analyse the case studies and research the questions asked. The questions need to be answered and labelled as individual questions. However they must be written in an academic convention with proper citations and references. As a guide, 5 - 8 academic references are envisaged. These should be documented in a standard reference style such as Harvard or APA. Examples of these styles are found in the Learning Commons (library) web page. Marks will be awarded for developing logical arguments supported by evidence. Feedback on this essay will be given to students 3 weeks after submission (before the final examination). In addition to paper copy submission into the assignment box, students must submit an electronic copy to Turnitin originality software before the due date through Brightspace. Students are warned about plagiarism and non-original work (see Holmesglen’s policy on this issue in the latter page). Work submitted for all assignments must be accompanied by a completed and signed copy of the Assessment Cover Sheet. Students must always retain an electronic copy of all assignments to pre-empt any loss of the paper copy.
Assessment 3: Final Examination Weighting: 30% of final grade
Learning Outcomes Assessed: 1-6 Due date: Exam Period
Duration: 2 hours 10 minutes
Type: Students are allowed one A4 sheet of hand written notes (double sided)
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The examination will focus on aspects of the course material covered from weeks 1-12 and will confirm learning of the principles and concepts of organisational behaviour as specified in the unit learning outcomes. There will be 4 essay questions where you will have to apply your learning.
Note: You require a total mark of 45% or higher to pass this study unit – refer to the notes under ‘Hurdle Requirements’.
Plagiarism and Academic Conduct Plagiarism applies to all essays, reports, research papers, presentations or any other form of assessment which requires you to sign or otherwise state that the work you are submitting is your work.
Unless the assessment is a group task, all work submitted for assessment must be completed by the student alone. While discussion of the topic is encouraged, no student is permitted to use any work of any other person and/or any material from any publication unless the source has been acknowledged in full.
Any act of plagiarism in an item of assessment is deemed to be the same as cheating and will result in the item of assessment being disregarded and/or the student’s suspension or exclusion from the Institute. Please refer to the Student Diary for penalties regarding plagiarism.
Holmesglen has subscribed to the use of Turnitin Originality Checking. Turnitin allows students and tutors to evaluate a student’s assignment by comparing it against continuously updated content databases (Turnitin2012, viewed 13 June 2011, http://www.turnitin.com/en_us/products/content). The Turnitin Originality Report provides the opportunity for tutors to compare student’s submitted work against other student’s work, journal articles and web sites. The final report is a submission with colour-highlighted areas of where copying appears to have occurred.
Individual tutors will assist you with enrolling on Turnitin. Please note that Turnitin is only one method of detecting and managing plagiarism at Holmesglen. A detailed knowledge of the subject area and the relevant literature by your tutor is also part of the ongoing process of managing plagiarism and its consequences at Holmesglen.
The Institute expects that you, as a student, will be honest in your studies and research and that you will not do anything that will interfere with or frustrate the studies and research of other students.
Plagiarism is: 1. Submitting an assessment item which you have previously used for another class (without permission). 2. Having another person write an assignment or part of an assignment (regardless of payment). 3. Modifying or paraphrasing another person’s ideas or writings and submitting the final version as your own. 4. Having someone rewrite substantial portions of your paper and submitting the final version as your own. 5. Copying phrases, sentences, sections, paragraphs, or graphics from another, and not giving credit by citing the source. 6. Handing in another person’s solution to an exam or an assessment item as your own.
Plagiarism is not: 1. Asking someone to read your assignment and suggest possible improvements. 2. Getting together with other students to discuss an assignment. 3. Asking your teacher for assistance with an assignment. 4. Quoting from another's works and giving credit by citing the source.
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5. Not citing sources for information that is considered ‘common knowledge’ or that is readily available. For example, you do not need to provide a citation if you state that World War II began in 1939.
Further information on plagiarism is available at http://www.holmesglen.edu.au/programs/higher_education/information_for_students/plagiarism.
Additional Notes for Students Students are required to meet 80% minimum attendance in each subject, or, in the case of online learning, actively participate in discussions. Non-compliance with this requirement may impact on your eligibility to undertake deferred assessment or resubmission of an assessment. Students must sit tests and exams on the scheduled date(s). Travel or employment arrangements are not acceptable reasons to request a variation of the assessment date or time. Participation in class activities may contribute to your final assessment. If you are unable to attend a class, it is your responsibility to contact your teacher or another class member to find out what you have missed and to make suitable arrangements to catch up the missed work. Student withdrawal from a Subject – refer to the Course Information Manual and Student Diary. Advanced Standing, Credit Transfer (CT) or Recognition of Prior Learning (RPL) - refer to the Course Information Manual and Student Diary. While care and diligence are taken in structuring activities and class schedules, variation may occur due to factors beyond the Institute’s control. In such instances, where possible, students will be notified in advance of changes.
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Marking and Grading Guidelines
Grade Mark Description
HD 80 – 100 High Distinction
Outstanding standard. Evidence of comprehensive knowledge and understanding; masterful application of relevant skills and academic ability; achievement of all assessment objectives at a consistently excellent level
D 70 – 79 Distinction Very good standard. Evidence of very good level of knowledge and understanding, very good application of relevant skills and academic ability; achievement of all assessment objectives at a very good level.
C 60 – 69 Credit Good standard. Evidence of good knowledge and understanding, good application of relevant skills and academic ability; achievement of all assessment objectives at a good level.
P 50 – 59 Pass Satisfactory standard. Evidence of adequate knowledge and understanding; satisfactory application of relevant skills and academic ability; satisfactory achievement of assessment objectives.
N <50 Fail Fail – Fail result based on failure to achieve a pass grade in a subject having attempted/submitted all the subject assessment requirements
NX <50 Fail Fail result based on failure to attempt/submit one or more of the assessment requirements for a subject
NN <50 Fail Fail result based on no assessment task being submitted in a subject
NW <50 Fail Fail result based on written notification of withdrawal from a subject after the census date
P Ungraded Pass
Satisfactory performance or deemed competent in an ungraded or competency based assessment.
CP Conceded Pass
A pass grade given to students within the 45-49% band without the need for supplementary assessment in accordance with approved conceded pass eligibility and condition requirements.
NC Not Complete Result yet to be finalised. Automatically converts to a Fail (N) result after 90 days of the reporting date unless another result/grade is reported.
W Withdrawn Used where a student withdraws by the relevant prescribed date or is permitted to withdraw without academic penalty by the Director or under delegated authority.
EX Exemption granted on the basis of credit transfer or RPL
Exemption granted in the subject in accordance with approved articulation arrangements.
S Interim grade pending supplementary assessment
Used when a student has been granted supplementary assessment in accordance with approved supplementary assessment arrangements. Result will be amended appropriately following supplementary assessment.
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