UNIT OUTLINE Read this document to learn essential details about your unit. It will

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BMA547 Organisational Behaviour

Semester 1, 2015

THIS UNIT IS BEING OFFERED IN

HOBART AND BY DISTANCE

Taught by:

Dr Rob Hecker, Unit Coordinator and Lecturer Hobart

Ms Robyn Freeman, Lecturer Off-campus

CRICOS Provider Code: 00586B

BMA547, Organisational Behaviour 2

Contents

Contact Details ........................................................................................................................................ 2

Unit Description ...................................................................................................................................... 3

Prior Knowledge &/or Skills OR Pre-Requisite Unit(s) ............................................................................ 3

Enrolment in the Unit ............................................................................................................................. 3

When does the unit commence? ............................................................................................................ 3

Intended Learning Outcomes and Generic Graduate Attributes for BMA547 ....................................... 4

Learning Expectations and Teaching Strategies/Approach .................................................................... 5

Learning Resources ................................................................................................................................. 5

Technical requirements for MyLO .......................................................................................................... 7

Student Feedback via eVALUate ............................................................................................................. 9

Details of Teaching Arrangements .......................................................................................................... 9

Assessment ........................................................................................................................................... 11

Submission of Assessment Items .......................................................................................................... 14

Review of Assessment and Results ....................................................................................................... 15

Further Support and Assistance ............................................................................................................ 16

Academic Misconduct and Plagiarism .................................................................................................. 17

Study Schedule ...................................................................................................................................... 19

Contact Details

Dr Rob Hecker

Unit Coordinator and Lecturer Hobart

Campus: Hobart Room Number: 307 Commerce Building

Email: Rob.Hecker@utas.edu.au Phone: 61 3 6226 1774

Consultation: By appointment via e-mail

Ms Robyn Freeman

Lecturer Off-campus

Campus: Launceston

Email: Robyn.Freeman@utas.edu.au

Consultation: By appointment via e-mail

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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 that 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:

takes an integrated and contingency approach to management,

has an applied focus, and

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.

When does the unit commence?

Monday 23 February, 2015

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Intended Learning Outcomes and Generic Graduate Attributes for BMA547

INTENDED LEARNING OUTCOMES ASSESSMENT METHODS GRADUATE ATTRIBUTE OUTCOMES

In this unit you will learn: In assessing this unit I will be looking at your ability to:

Learning Outcome 1

To understand and explain the complexity of key individual, group and organisational level influences on human behaviour in organisations.

Identify and explain key individual, group and organisational level influences on human behaviour

Case Study 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.

Identify key implications arising from issues Analytical Report

Integrate theory, research and examples to illustrate understanding Individual Essay, Workshop, online activities

Learning Outcome 2

Knowledge of theories, concepts and models in Organisational Behaviour and the ability to apply them critically and creatively to topical Organisational Behaviour issues.

Analyse and evaluate OB issues and apply theories, concepts and models Case Study

Identify and discuss strategies to improve work performance based on relevant OB theory

Analytical Report

Use theories, concepts and models to justify and defend understanding of topical Organisational Behaviour issues

Individual Essay, Workshop, Online activities

Learning Outcome 3

To apply current theory and practice to personal workplace experience.

Analyse and summarise academic literature in OB Case Study

Apply specific aspects of OB theory from the analysis to real world examples Analytical Report, Individual Essay, Workshop, Online activities

Learning Outcome 4

To effectively communicate in an educative manner.

Communicate in Australian workplace standard language, literacy and formats Case Study

Use scholarly and discipline specific language and formats (including Harvard referencing conventions)

Analytical Report

Communicate complex information in oral English language to justify and defend a position

Individual Essay, Workshop, Online activities

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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.

These are some of the expectations we have of you as a student enrolled in this unit: Students are expected to:

Communicate via e-mail with the lecturer if they have any issues or problems regarding their unit, including assignments and others. If they require a meeting, they must also request for the same via e-mail.

Include distance students in their activities as required by the tasks and communicate openly with them.

Complete their activities provided online prior to attending the class/ workshop.

Actively use the online discussion forum on MyLO for various leaning purposes.

Follow the News on MyLO for current updates regarding the unit.

Work, 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: www.utas.edu.au/work-health-safety.

Learning Resources

Prescribed Text A prescribed text is a resource that you must have access to for the purposes of studying this unit.

Robbins, SP, Judge, TA, Millett, B & Boyle, M 2014, Organisational behaviour, 7th ed, Pearson Australia, Frenchs Forest, NSW. * Prescribed journal articles as listed for each week in the study schedule.

Recommended Texts A recommended text is a resource that you can use to broaden your understanding of the topics covered in this unit. You may also find a recommended text helpful when conducting research for assignments.

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. All recommended textbooks, or a previous edition, are available from the Morris Miller Library.

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Ashkanasy, NM, Wildrom, CPM, & Peterson, MF (eds), 2011, Handbook of organizational culture & climate, Sage, Thousand Oaks, CA.

Bratton, J, Sawchuk, P, Forshaw, C, Callinan, M & Corbett, M 2010, Work and organizational behaviour, 2nd ed, Palgrave Macmillan, London.

Champoux, JE 2011, Organizational behaviour: integrating individuals, groups and organizations, 4th edn, Routledge, New York.

Daft, R & Noe, R 2001, Organizational behaviour, Harcourt, Fort Worth, Texas.

George, JM & Jones, GR 2008, Understanding and managing organizational behaviour, 5th edn, Prentice Hall, Upper Saddle River, NJ.

Hellriegel, D, & Slocum, JW 2010, Organizational behaviour, 13th edn, Cengage Learning, Boston.

Huczynski, A & Buchanan, D 2010, Organizational behaviour, 7th edn, Pearson Education Ltd, Harlow, England.

Johns, G, & Saks, AM, 2014, Organisational behaviour, Pearson Canada, Toronto.

Kalliath, T, Brough, P, O'Driscoll, M, Manimala, MJ, Siu, OL, Parker, SK, 2014, Organisational

behaviour: a psychological perspective for the Asia-Pacific, McGraw-Hill, North Ryde NSW.

Kreitner, R & Kinicki, A 2012, Organisational behaviour, 10th edn, McGraw-Hill College, Chicago.

Luthans, F 2005, Organisational behaviour, 10th edn, McGraw-Hill, New York.

McShane, SL, Olekalns, M & Travaglione, T 2010, Organisational behaviour: on the Pacific Rim, 3rd edn, McGraw-Hill, Roseville NSW.

McShane, SL & Von Glinow, MA 2010, Organizational behaviour, 5th edn, McGraw-Hill, New York.

Newstrom, JW 2011, Organizational behavior: human behavior at work, 13th edn, McGraw-Hill Irwin, New York, USA.

Osland, JS, & Turner, M 2010, The organisational behaviour reader, 9th edn, Prentice Hall, New Jersey.

Ott, J, Parkes, S & Simpson R 2008, Classic readings in organisational behaviour, 4th edn, Wadsworth, Belmont.

Robbins, SP & Barnwell N 2011, Organisation theory: concepts and cases, 5th edn, Prentice Hall, Sydney.

Schein, EH, 2010, Organizational culture and leadership, 4th edn, John Wiley & Sons, San Francisco.

Wagner, JA & Hollenbeck, JR 2010 Organisational behaviour: securing competitive advantage, Routledge, New York.

Wood, J, Zeffane, R, Fromholtz, M, Wiesner, R, & Creed, A, 2011, Organisational behaviour; core concepts and applications, 2nd edn, John Wiley & Sons, Brisbane.

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Other Recommended Resources 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

My Learning Online (MyLO) Access to the MyLO online learning environment unit is required for this unit. The unit has its own MyLO site. To log in to MyLO and access this unit, go to: http://www.utas.edu.au/learning-teaching-online .To access the unit, select BMA547. These instructions will help you to log in for the first time. For help using MyLO go to http://www.utas.edu.au/learning-teaching-online. Technical requirements for MyLO For help and information about setting up your own computer and web browser for MyLO, see: http://uconnect.utas.edu.au/ While on campus, you can access the University network and MyLO via a laptop computer or other mobile device. See: http://uconnect.utas.edu.au/uana.htm MyLO can be accessed via Library computers and in computer labs on campus. See: http://www.utas.edu.au/it/computing-distributed-systems/computer-labs-facilities-and-locations For further technical information and help, contact the UTAS Service Desk on 6226 1818 or at http://www.utas.edu.au/service-desk during business hours.

Learning to use MyLO When you login to MyLO, you will see a unit called Getting Started with MyLO. Enter the unit to learn more about MyLO and to practise using its features.

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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 you check your units in MyLO for updates at least once a day.

Using MyLO for BMA547 IMPORTANT!: Before you are provided with access to your unit’s MyLO resources, you must complete the Student Agreement form. To do this:

1. Access the unit’s MyLO site. 2. Locate the Begin Here folder and click on it to open it. You can find the Begin Here folder by

scrolling down until you see Content Browser OR by clicking on the Content button.

OR

3. Once you have opened the Begin Here folder, click on the Student Agreement file.

OR

4. Read the terms, then check the I agree box. You should now be able to access all available unit content on MyLO. You only need to do this once in each MyLO unit.

Other important resources on MyLO Student Forums: where you can create your own discussion groups

Student Introductions: where you can introduce yourself to distance and attending students

OB Chat: where you can discuss OB topics with other students

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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 Changes have been made to the assessment item 1 (inclusion of online tests) and assessment item 4 (deletion of online oral debates). Other smaller changes have been made to the assessment structure to make them more ‘user friendly’. Additional readings (for those that need them) have also been added, but the minimum standard of one reading per textbook chapter remains.

Details of Teaching Arrangements

Lectures Lectures and assessment information sessions will be recorded and available on MyLO. The lectures essentially cover the material in the textbook chapters and the content related to it. You should listen to the lecture recordings, and read the textbook chapters and journal articles, 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 into the online discussions or attempting the assessments.

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 workshops are scheduled each week for on-campus students throughout the semester; a module will generally cover two workshops, as outlined in the study schedule. 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 on-campus students throughout the semester are mirrored in online discussions for off-campus students in Collaborate sessions. These online discussions correspond with the 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.

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Communication, Consultation and Appointments TO KEEP UP WITH ANNOUNCEMENTS REGARDING THIS UNIT Check the MyLO News tool at least once every two days. The unit News will appear when you first enter our unit’s MyLO site. Alternatively, click on the News button (towards the top of the MyLO screen) at any time.

WHEN YOU HAVE A QUESTION Other students may have the same question that you have. Please go to the Q&A Forum on our course’s MyLO site. Check the posts that are already there – someone may have answered your question already. Otherwise, add your question as a new topic. Students are encouraged to support each other using this forum – if you can answer someone’s question, please do. We will attempt to respond to questions within 48 business hours. If your question is related to a personal issue or your performance in the unit, please contact us by email instead.

WHEN YOU HAVE AN ISSUE THAT WILL IMPACT ON YOUR STUDIES OR SUBMISSION OF AN ASSESSMENT TASK If you have a personal question related to your studies or your grades, please contact teaching staff by email.

A NOTE ABOUT EMAIL CORRESPONDENCE You are expected to check your UTAS email (WebMail) on a regular basis – at least three times per week. To access your WebMail account, login using your UTAS username and password at https://webmail.utas.edu.au/ .

You are strongly advised not to forward your UTAS emails to an external email 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 email providers for a period of up to one month. To keep informed, please use your UTAS email as often as possible.

*IMPORTANT* Please email teaching staff when you have a question or issue of a personal nature, for example, you have a family issue that is affecting your studies. For general questions about the unit, please add them to the Q&A forum on our unit’s MyLO site. This way, other students can also benefit from the answers.

We receive a lot of emails. Be realistic about how long it might take for me to respond. Allow me at least two (2) business days to reply. Staff are not required to respond to emails in which students do not directly identify themselves, emails which are threatening or offensive, or emails that come from external (non-UTAS) email accounts.

When you write an email, include the following information. This helps the teaching staff to determine who you are and which unit you are talking about.

Family name

Preferred name

Student ID

Unit code (i.e. BMA547)

Questions

If your question is about an assessment task, please include the assessment task number or name.

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Assessment

Assessment Schedule In order to pass this unit you must achieve an overall mark of at least 50% of the total available marks. Details of each assessment item are outlined below.

Assessment Items Due Date Value/Weighting Link to Learning Outcomes

1. Online test (short answer & multiple choice, study weeks 3, 7, 11 & 13) – individual work

12 noon Friday (before weekly workshop)

20% (4 x 5%) 1, 2, 3 & 4

2. Presentation of two cases – group work (may be individual for off-campus students).

Workshop and collaborate sessions, various weeks

15% (2 x 7.5%) 1, 2, 3 & 4

3. Case study relating to the individual level – individual work

Friday 17 Apr, 5.00pm 15% 1, 2, 3 & 4

4. Analytical Report relating to the group level - group work (may be individual for off-campus students).

Friday 15 May, 5.00pm 30% 1, 2, 3 & 4

5. Essay relating to the organisational level – individual work

Friday 29 May, 5.00pm 20% 1, 2, 3 & 4

Assessment Item 1 – Online test - Individual Task Description:

All students: In weeks 3, 7, 11 & 13 there will be an online test covering the material to be presented in the forthcoming module. The online test will be opened for the week before the due date.

Task Length 20 minutes, a combination of multiple choice and short answer questions.

Assessment Criteria: Details of the test coverage will be provided on MyLO

Link to Unit’s Learning Outcomes:

1, 2, 3 & 4

Due Date:

Before the on-campus seminar or the off-campus Collaborate session.

Value: 20% (4 x 5%)

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Assessment Item 2 – Case report presentation - Group Task Description:

On-campus students: A case study from Robbins et al. (2014) will be set the week before the Friday workshop and students should read and consider the case questions before the workshop session. Students will work in groups of two or three during the workshop and prepare a 10 minute presentation (PowerPoint is not necessary). Some sudents will be choosen each workshop to deliver their presentation together with a 5-minute question time. During the semester each student will have two opportunities to prepare and deliver a case analysis. Off-campus students: Similarly to on-campus, students will have a week to read and consider the set case study. Those chosen to present the case study will be notified by email before the Collaborate session and will have 24 hours to submit their presentation. This can be a voiced PowerPoint presentation, a video presentation or a presentation during the Collaborate session in consulatation with the off-campus lecturer, Ms Robyn Freeman. Whatever method, the presenters will need to be prepared to answer questions on their presentation (in special circumstances this can be done as an individual assessment).

Task Length 30 mins. preparation plus 10 mins. presentation plus 5 minutes questions (if necessary).

Assessment Criteria: A detailed assessment rubric will be provided on MyLO.

Link to Unit’s Learning Outcomes:

1, 2, 3 & 4

Due Date: Various from weeks 3 to 12

Value: 15% (2 x 7.5%)

Assessment Item 3 - Case study relating to the individual level Task Description:

All students: 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. You should write no more than 1500 words in an essay format, using the Harvard referencing style and language, in response to the 3 questions. Each question is equally weighted.

Task Length 1500 words maximum - excluding reference list. Submitted on MyLO in the Drop Box.

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Assessment Criteria: A detailed assessment rubric will be provided on MyLO.

Link to Unit’s Learning Outcomes:

1, 2, 3 & 4

Due Date: Friday 17 April 2015, 5.00pm

Value: 15%

Assessment Item 4 - Capstone Case: Analytical Report relating to the group level Task Description:

This is a real case study. You are required to identify a group or groups within an organisation and study the various group processes and leadership approaches being used to achieve the objectives of the group, team or organisation. You may use any approach towards gathering your information, but only after consultation with the unit coordinator for on-campus students or the off-campus lecturer for distance students. For this assessment task, you are required to work in groups that will be formed on MyLO consisting for both on-campus and off-campus students (maximum of four students, in special circumstances and with the approval of the unit coordinator this may be done as an individual assessment for off-campus students). As with many organisational settings involving self-managed work groups you need to manage the interactions between yourself and people you may never have met before. Your group’s formal report on the case should include a detailed analysis of the processes and a conclusion and recommendations. These recommendations will form the basis of the 10 minute business presentation that should be structured as a presentation to the chosen organisation’s senior management group. Presentations will be in the workshop for on-campus students, and for off-campus students a voiced PowerPoint presentation, a video presentation or a presentation during the Collaborate session in consulatation with the off-campus lecturer, Ms Robyn Freeman.

Since you need to submit an individual 400-word reflective essay describing your group processes and your role in the activity, it would be worthwhile keeping an individual diary of the process and your observations covering the whole period from initial discussions to the final submission.

Task Length 3000 words - Group Report (20%) 400 words - reflective essay (5%) 10 minute business presentation to the studied organisation (5%)

Assessment Criteria: A detailed assessment rubric will be provided on MyLO.

Link to Unit’s Learning Outcomes:

1, 2, 3 & 4

Due Date: Friday 15 May 2015, 5.00pm

Value: 30%

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Assessment Item 5 - Individual Essay relating to the organisational level 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, discuss or 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. This is a substantial piece of individual academic writing and 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. Your opinion should be supported by research, which defines what you are arguing about, and you are to present the facts in an orderly fashion as you see them - all of which lead to an inevitable conclusion (as you would want the reader to come to). This will cover all aspects of individual, group and organisational level understanding of OB.

Task Length 2000 words maximum—individual essay to be submitted on MyLO in the Drop Box

Assessment Criteria: A detailed assessment rubric will be provided on MyLO. Link to Unit’s Learning Outcomes:

1, 2, 3 & 4

Due Date:

Friday 29 May 2015, 5.00pm

Value: 20%

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: [http://www.utas.edu.au/business-and-economics/student-resources]. 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 and time. We suggest you keep a copy. Even in ‘perfect’ systems, items sometimes go astray.

BMA547, Organisational Behaviour 15

Late Assessment and Extension Policy In this Policy 1. (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 TSBE 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. The appropriate referencing style for this unit is: the Harvard style. For information on presentation of assignments, including referencing styles: http://utas.libguides.com/content.php?pid=27520&sid=199808

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 – www.utas.edu.au/university-council/university-governance/rules). 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.

BMA547, Organisational Behaviour 16

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 (http://www.studentcentre.utas.edu.au/examinations_and_results/forms_files/review_of_assessment.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 – http://www.utas.edu.au/business-and-economics/student-resources. Your unit coordinator will then contact you by email 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 – www.utas.edu.au/university-council/university-governance/rules). You will need to complete an Application for Review of Assessment Form, which can be accessed from www.studentcentre.utas.edu.au/examinations_and_results/forms_files/review_of_assessment.pdf. 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.

Further Support and Assistance If you are experiencing difficulties with your studies or assessment items, have personal or life-planning 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:

ACADEMIC DIRECTOR, POSTGRADUATE Name: Dr Rob Hecker Room: 307, Commerce Building, Sandy Bay Email: Rob.Hecker@utas.edu.au OR HEAD OF TSBE Name: Assoc. Prof. Martin Grimmer Room: 505, Commerce Building, Sandy Bay Email: Rob.Hecker@utas.edu.au

Students are also encouraged to contact their Undergraduate Student Adviser who will be able to help in identifying the issues that need to be addressed, give general advice, assist by liaising with academic staff, as well as referring students to any relevant University-wide support services. Please

BMA547, Organisational Behaviour 17

refer to the Student Adviser listings at www.utas.edu.au/first-year/student-advisers for your advisers contact details. 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 www.utas.edu.au/students) 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 www.utas.edu.au/governance-legal/student-complaints. The University also has formal policies, and you can find out details about these policies from the following link – www.utas.edu.au/governance-legal/student-complaints/how-to-resolve-a-student-complaint/self-help-checklist.

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 www.utas.edu.au/universitycouncil/legislation. 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. It also means using ones’ own work from previously submitted assessment items if repeating a unit. 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 http://www.academicintegrity.utas.edu.au/ 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

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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 www.utas.edu.au/plagiarism/ or follow the link under ‘Policy, Procedures and Feedback’ on the Current Students homepage.

BMA547, Organisational Behaviour 19

Study Schedule

Week

Start of Week

Topic/s and activities

Text

Chapter/s

Supporting Material

Assessment Due Dates

(all = all students some = selected students)

1 23 February 2015 On-campus students - visit to business organisation On-campus workshop and off-campus Collaborate sessions begin week 2

2 2 March 2015 Introduction to the unit and assessments Module 1 – Introduction (What is OB & Diversity in Organisations)

1 & 2 Muma RD, Smith B & Somers PA 2006, ‘Use of Mintzberg's Model of managerial roles to evaluate academic administrators’, Journal of Allied Health, 35(2): 65-74.

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, 9(1): 1-14.

Tengblad, S. 2006, ‘Is there a ‘New Managerial Work’? A Comparison with Henry Mintzberg's Classic Study 30 Years Later’, Journal of Management Studies, 43(7): 1437–1461

3 9 March 2015 Module 2 – The Individual (Personality and Values, Emotions and moods, Perception and Individual Decision-making)

4, 5 & 6

Tse, H & Troth A 2013, ‘Perceptions and emotional experiences in differential supervisor-subordinate relationships’, Leadership & Organization Development Journal, 34(3): 271-283.

Chiaburu DS, Oh I, Berry CM, Li N & Gardner RG 2011, ‘The five-factor model of personality traits and organizational citizenship behaviors: A meta-analysis’, Journal of Applied Psychology, Vol. 96, No. 6, 1140-1166.

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, 65-79.

Michel, JS, & Bowling, N. A. 2013. Does dispositional aggression feed the narcissistic response? The role of narcissism and aggression in the prediction of job attitudes and counterproductive work behaviors. Journal of Business and Psychology, 28, 93-105.

1 Online test - all 2 Short case study due – some

BMA547, Organisational Behaviour 20

4 16 March 2015 Module 2 cont. – The Individual

2 Short case study due – some

5 23 March 2015 Module 3 – The Individual (Attitudes and Job Satisfaction, Motivation: from concept to application) (NO ON-CAMPUS WORKSHOP)

3 & 7 Abbas M, Raja U, Darr W & Bouckenooghe D 2014, ‘Combined effects of perceived politics and psychological capital on job satisfaction, turnover intentions, and performance’, Journal of Management, Vol. 40, No. 7, 1813-1830.

Wilkin CL 2013, ‘I can't get no job satisfaction: Meta-analysis comparing permanent and contingent workers’, Journal of Organizational Behaviour, Vol. 34, 47-64.

Bernhard F & O'Driscoll MP 2011, ‘Psychological ownership in small family-owned businesses: Leadership style and nonfamily-employees' work attitudes and behaviours’, Group & Organization Management, Vol. 36, No. 3, 345-384.

6a 30 March 2015

Mid-semester break: Monday 2 – 8 April 2015 inclusive

6b From Thursday 9 April

Module 3 cont. – The Individual

2 Short case study due – some

7 13 April 2015 Module 4 - The Group (Foundations of Group Behaviour, Understanding Working in Teams, Conflict and Negotiation)

8, 9 & 13 Bashshur, MR, Hernandez, A & Gonzalez-Roma, V 2011, ‘When managers and their teams disagree: A longitudinal look at the consequences and differences in perceptions of organizational support’, Journal of Applied Psychology, Vol. 96, No. 3, pp. 558-573.

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. 1-12.

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. 151-158.

Du, J., Shin, Y., & Choi, J. N. 2014. Convergent perceptions of organizational efficacy among team members and positive work outcomes in orgnaizational teams. Journal of Occupational and Organizational Psychology.

Li, N., Kirkman, B. L., & Porter, C. O. L. H. 2014. Toward a model of work team alturism. Academy of Management Review, 39(4), 541-565

1 Online test - all 2 Short case study due – some 3 Individual level case study due 17 April - all

8 20 April 2015 Module 4 cont.– The Group (cont.) 2 Short case study due – some

BMA547, Organisational Behaviour 21

9 27 April 2015 Module 5 – The Group (cont.) (Communication, Leadership, Power and Politics, Conflict and Negotiation)

10, 11 & 12 Fay MJ & Kline SL 2011, ‘Coworker relationships and informal communication in high intensity telecommuting,’ Journal of Applied Communication Research, Vol.39, No. 2,144-163.

Ellinger A E, Musgrove CF, Ellinger AD, Bachrach DG, Elmadag Bas AB & Wang YL 2013, ‘Influences of organizational investments in social capital on service employee commitment and performance,’ Journal Of Business Research, Vol 66, 1124-1133. OR

Ellinger AD, Ellinger AE, Bachrach DG & Wang YL 2011, ‘Organizational investments in social capital, managerial coaching, and employee work-related performance,’ Management Learning, Vol. 42, No. 1, 67-85.

Treadway DC, Breland JW, Williams LM, Cho J, Yang J & Ferris GR 2013, ‘Social influence and interpersonal power in organizations: Roles of performance and political skills in two studies,’ Journal of Management, Vol. 39, No. 6, 1529-1553.

2 Short case study due – some

10 4 May 2015 Module 5 cont.– The Group (cont.) 2 Short case study due – some

11 11 May 2015 Module 6 – The Organisation (Foundations of Organisational Structure, & Culture)

14 &15 Bellou, V 2011, ‘Organizational culture as a predictor of job satisfaction: the role of gender and age’, Career Development International, Vol. 15, No. 1, pp. 4-19.

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. 675-693.

Erkutlu H 2011, ‘The moderating role of organizational culture in the relationship between organizational justice and organizational citizenship behaviours,’ Leadership & Organization Development Journal, Vol. 32, No. 6, 532-554.

Sharoni G, Tziner A, Fein EC, Shultz T, Shaul K & Zilberman, L 2012, ‘Organizational citizenship behavior and turnover intentions: Do organizational culture and justice moderate their relationship?’ Journal of Applied Social Psychology, Vol. 42, 267-294.

Katsikea E. Theodosiou M, Perdikis N & Kehagias J 2011, ‘The effects of organizational structure and job characteristics on export sale managers' job satisfaction and organizational commitment,’ Journal of World Business, Vol 46, 211-233.

1 Online test - all 2 Short case study due – some 4 Analytical report due - group

12 18 May 2015 Module 6 cont.– The Organisation (cont.)

2 Short case study due – some

BMA547, Organisational Behaviour 22

13 25 May 2015 Module 7 – Organisational Change (Organisational Change and Stress Management)

16 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. 453-462.

Podsakoff, NP, LePine, JA & LePine, MA 2007, ‘Differential challenge stressor-hindrance stressor relationships with job attitudes, turnover intentions, and withdrawal behavior: A meta-analysis’, Journal of Applied Psychology, Vol. 92, No. 2, pp. 438-454.

Carter MZ, Armenakis AA, Feild HS & Mossholder KW 2013, ‘Transformational leadership, relationship quality, and employee performance during continuous incremental organizational change,’ Journal of Organizational Behavior, Vol. 34, 942-958.

Shin J, Taylor MS & Seo MG 2012, ‘Resources for change: The relationship of organizational inducements and psychological resilience to employees' attitudes and behaviors towards organizational change,’ Academy of Management Journal, Vol. 55, No. 3, 727-748.

Bono J E, Glomb TM, Shen W, Kim E & Koch A J 2013, ‘Building positive resources: Effects of positive events and positive reflections on work stress and health,’ Academy of Management Journal, Vol. 56, No. 6, 1601-1627.

1 Online test - all 2 Short case study due – some 5 Essay due - organisational

Examination Period: 6 – 23 June 2015