COMMGMT 7006 - People and Organisations (M)

North Terrace Campus - Trimester 1 - 2019

This course explores behaviour in the workplace from an individual, group and organisational perspective. It seeks to develop an understanding of how individual attributes such as attitudes, personality, values and motivation, impact on employee performance. It also considers the role of groups and teams in supporting organisational outcomes, strategies for managing interpersonal and intergroup conflict, organisational communication and the importance of leadership in promoting positive employee behaviours. Topics examined from an organisational level perspective include culture, and stress management.

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Course Details

Course Code	COMMGMT 7006
Course	People and Organisations (M)
Coordinating Unit	Adelaide Business School
Term	Trimester 1
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 6 hours per week
Available for Study Abroad and Exchange	Y
Assessment	Exam/assignments/tests/tutorial work as prescribed at first lecture

Course Staff

Course Coordinator: Karen Grogan

Course Timetable

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

Location/s: Class 1 - 6: Barr Smith South, 2051, Teaching Room

Course Learning Outcomes

On successful completion of this course, students will be able to:

Diagnose the causes and consequences of behavioural actions within organisations.
Collaboratively and autonomously research, analyse and evaluate organisational business information from a wide variety of sources.
Apply relevant contemporary theories, concepts and models in order to analyse organisational environments, cases and issues.
Communicate their findings clearly and effectively using a variety of media.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	2-4
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1, 3, 4
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3, 4
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	2-4
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1-4
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1-4

Learning Resources
Required Resources

Textbook:

Wood, J., Zeffane, R., Fromholtz, M., Wiesner, R., Morrison, R., Factor, A., McKeown, T. (2019) Organisational Behaviour: Core concepts and applications, 5th Australasian Ed. John Wiley and Sons, Milton Qld.

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

Recommended Resources
and web page are helpful resources for your academic writing and observance of the protocols and conventions of the Harvard referencing style. You also have access to numerous resources in the library including scholarly journals and alternative contemporary OB texts, but there are many readings which are relevant to the course. You are encouraged to read widely and critically with a focus on recent work (less than 5 years old) in periodicals, refereed academic journals and books. Some contemporary OB texts you may find useful include:

Kinicki, A., and Williams, B. 2012, Management – A Practical Introduction, McGraw Hill, Sydney

McShane, S., Olekalns, M., Newman, A., Martin, A. 2018, Oraganisational Behavior: Emerging Knowledge. Global Insights. 6th Edition. McGraw Hill, Sydney

Robbins, S.P., Judge, T.A., Millett, B., Boyle M., T., 2012, Organisational Behaviour, Pearson Education, Australia

Recommended Readings

Students are required to read beyond the core textbook to enhance their learning of organisational behaviour. Some specific tutorial preparation readings drawing from the core text, journal articles and various online materials will be recommended as the course progresses. In addition, lectures will include citations you might find relevant, interesting and useful for following up key issues and theories useful in preparing your written assignments.

You are encouraged to become familiar with the on-line and electronic databases and other information sources available in the main library. Familiarity with these information sources is important for the effective searching of academic literature. Some relevant academic journals are listed on the following page however, please note, this list is by no means comprehensive and is offered as a launching point for additional readings.
- Academy of Management Journal
- Academy of Management Perspectives (formerly Academy of Management Review)
- Administrative Science Quarterly
- Human Relations
- Journal of Applied Psychology
- Journal of Organizational Behaviour
- Journal of Management Inquiry
- Organization Science
- Organization Studies
- Work, Employment and Society
Online Learning

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

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

Learning & Teaching Modes

Intensive 9am - 4pm

Class 1: Thursday February 7th, 2019

Class 2: Thursday February 21st, 2019

Class 3: Thursday March 7th, 2019

Class 4: Thursday March 21st, 2019

Class 5: Thursday April 4th, 2019

Class 6: Thursday April 18th, 2019

Two topics per class.

Seminar/workshop format:

Seminar sessions are designed to engage students in discussion and critical thinking about the course content as well as to provide enhanced exploration and reflection of the subject material.

It’s important in this course that you familiarise yourself with the text material before you come to class, so that you can participate meaningfully in class activities.

Online discussions occur during the weeks where Classes 5 & 6 occur.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Class 1: Seminar - 6 hours

Class 2: Pre-reading - 2 hours, Private Study - 2 hours & Seminar - 6 hours = 10 hours total

Class 3: Pre-reading - 2 hours, Private Study - 2 hours & Seminar - 6 hours = 10 hours total

Class 4: Pre-reading - 2 hours, Private Study - 2 hours & Seminar - 6 hours = 10 hours total

Class 5: Pre-reading - 1 hour, Online - 1 hour, Private Study - 2 hours & Seminar - 6 hours = 10 hours total

Class 6: Pre-reading - 1 hour, Online - 1 hour, Private Study - 2 hours & Seminar - 6 hours = 10 hours total

Learning Activities Summary

This course is taught on campus, using a flipped classroom technique

Classes 1-4:

Lectures supported by problem-solving tutorials.

Students are expected to fully participate in small group discussion based on a series of pre-published questions and other activities. Students should come fully prepared having read (at a minimum) the required text but preferrably having engaged with the additional readings as well. Notes as evidence of having prepared appropriately need to be brought to class.

Classes 5 & 6:

The morning sessions are run as normal - lectures supported by problem-solving tutorials

The afternoon sessions are dedicated to student presentations. Therfore, class discussion of the scheduled topics will move to an online environment where students will engaged with prepared questions.

Students should enter into online discussion having fully prepared having read (at a minimum) the required text but preferrably having engaged with the additional readings as well. All posts providing an answer to pre-posted questions should be referenced as evidence of having prepared appropriately.

As a minimum contribution you are expected to raise at least one new idea/opinion/point in relation to the weekly question/s and respond to at least one comment by a fellow group member. Answers to questions are expected to be substantive and scholarly of approximately 100-150 words.

Small Group Discovery Experience

The Small Group Discovery Experience in this course is based on small group discussion and in class activities.

These activities are developed by your lecturer but in the main part follow your text book chapters as outlined below:

CLASS	TOPIC	TEXT
1	1) What is organisational behaviour? 2) Individual attributes & their effects on job performance	Ch 1 & 2
2	3) Motivation and empowerment 4) Learning, reinforcement and self-management	Ch 3 & 4
3	5) Groups and group dynamics 6) Teamwork and team building	Ch 6 & 7
4	7) Organisational culture 8) Power, politics and influence in organisatios	Ch 9 & 10
5	9) Leadership 10) Decision making	Ch 11 & 12
6	11) Communication, conflict and negotiation 12) Organisational change and innovation	Ch 13 & 14

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

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

Assessment Summary


Assessment	Responsibility	Weighting	Due Date	Learning Outcomes
Preparation and contribution to weekly seminar discussion and debate	Individual	10%	Weekly
In-class quiz	Individual	30%	Class 2-6 inclusive
Case Study Analysis Report (2,000 words)	Individual	30%	11:55pm Mon Week 5
Presentation	Group	30%	Class 5 or 6

	Total	100%

Assessment Detail

No information currently available.

Submission

All assessment submissions are to be made through TURNITIN.

Late assignments will be penalised in line with University policy.

Resubmission is not available.

Replacement/Additional Assessment may be granted in certain circumstances (e.g. medical, compassionate etc.).

Any requests for extensions must be made in writing, to the lecturer stating reasons, before the due date.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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