* This Unit Outline should be read in conjunction with the Business School Unit Outline Supplement available on the Current Students web site http://www.business.uwa.edu.au/students

MGMT8501/Crawley/DVD/16.07.11
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© The University of Western Australia 2011
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Welcome to the world of Organisational Behaviour (OB or MGMT8501). I hope that you find the course to be challenging and rewarding. The focus of OB is on people in organisations and other work contexts.
Those who study OB issues like to say that “the people make the place” so it is impossible to understand organisations without understanding the people that define them.
The course activities will be varied as a way to enhance learning. Overall, academic perspectives on OB will be integrated with more practical or “real world” concerns through the use of video materials, team exercises, business press readings, class discussion, and the application of our respective expertise and experiences. For each course meeting there will be readings and/or case studies to read and prepare for ahead of time. It is expected that you will come to class with your thoughts on the pre-work for every class as well as insightful questions about the assigned material.
OB covers a broad range of interrelationships among individual behaviour, team dynamics, and organisational processes and outcomes. Topics to be covered include an overview of the OB field, individual personality and behaviour, motivation, emotions, stress, values, communication, leadership, power and influence, as well as issues associated with designing, leading, and working in teams.
This unit introduces OB concepts and theories that are thought to be useful for students in their ongoing work experiences. The goal of the unit is to strengthen your understanding and appreciation of the factors that explain and predict how and why people behave as they do in organisational settings.
There will be a variety of concepts introduced in the unit, and some may seem a bit “theoretical” relative to your professional experience. You are encouraged to integrate your professional experience with academic theories and perspectives on people issues in organisations. You are also encouraged to test and challenge the theories that are presented as well as your own assumptions and beliefs about human behaviour and performance in the workplace. These academic and professional perspectives may – or may not – align. But keep in mind that W. Edwards Deming noted: “Experience without theory teaches nothing.” It is hoped that through self-reflection, discussion, and other means that you will be able to integrate theory and practical experience in ways that will promote your ability to put ideas into action.
To do this it is not enough to merely inform. Rather it is necessary to transform yourself into a professional with a strong grounding in evidence-based management practices.
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On successful completion of this unit you will be able to (assessment mode in parentheses):
•
Demonstrate the ability to apply, analyse, synthesise, and evaluate information from multiple sources to make business decisions (classroom participation, individual assignment, team assignment, final exam).
•
Critically assess and formulate effective strategies in case studies and realistic scenarios by applying strategic thinking competencies that achieve effective innovation and change
(classroom participation, final exam).
•
Apply practical knowledge and skills across functional and technical areas of management and
Organisational Behaviour (OB) (classroom participation).
•
Critically analyse and question accepted knowledge claims in new, unfamiliar and change circumstances, and develop alternative frameworks (individual assignment, team assignment).
•
Demonstrate a high degree of proficiency of written communication in a business context
(individual assignment, final exam).
•
Demonstrate the capability for self-directed learning and reflection (classroom participation, .
•
Demonstrate competencies to work more effectively in teams (team assignment).
In this unit you will be encouraged and facilitated to develop the ability and desire to:
•
Undertake problem identification, analysis, and solutions for OB-related challenges;
•
Adapt OB knowledge to new workplace situations;
•
Reason logically and creatively using available evidence in OB;
•
Communicate effectively and persuasively;
•
Work effectively in team settings;
•
Enhance cross-cultural awareness and competency;
•
Acquire skills and mindsets to function effectively as a leader.
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This unit adopts an integrated approach to learning using a mixture of academic perspectives on OB with case studies, video materials, individual and team exercises, as well as the experience and expertise of other participants. The overarching philosophy is that this unit like every other is a developmental experience for the participants. Furthermore, any experience can be enhanced in terms of its developmental potential to the extent that it includes aspects of assessment , challenge , and support .
What these things mean in terms of tangible features in the unit will be discussed in detail in class, but it includes giving and receiving feedback, moving out of your comfort zone to develop new capabilities and ways of understanding, as well as learning how to access the resources to sustain developmental changes.
In this manner the goal is to foster and sustain deep change in every participant, going beyond just being informed to being transformed.
You may be asked to complete two evaluations during this unit. The Student Perception of Teaching
(SPOT) and the Students’ Unit Reflective Feedback (SURF). The SPOT is optional and is an evaluation of the lecturer and the unit. The SURF is completed online and is a university wide survey and deals only with the unit. You will receive an email from the SURF office inviting you to complete the SURF when it is activated. We encourage you to complete the forms as your feedback is extremely important and can be used to make changes to the unit or lecturing style when appropriate.
Your feedback about the course and the instructor are important components for ongoing improvements in the course. Put simply, your comments matter. Given that feedback is an important component in this unit, I always welcome your constructive feedback in any form that you would like to use, including SPOT and SURF, but also face-to-face, email, or an anonymous note. Remember that feedback is not just about what needs improvement but also what is going well. Feedback about what is going right will help reinforce that practice or behaviour. The philosophy of this unit is that feedback is a gift and I welcome your gifts at any time and in any form.
Participation in class, whether it involves listening to a lecture or getting involved in other activities, is an important part of the learning process. It is therefore important that you attend classes on time . More formally, the University regulations state that ‘to complete a course or unit students shall attend prescribed classes, lectures, seminars and tutorials’. Where a student, due to exceptional circumstances, is unable to attend a scheduled class, they are required to obtain prior approval of the unit coordinator to be absent from that class. Any student absent from class without having had such absence approved by the unit coordinator may be referred to the faculty for advice and may be required to withdraw from the unit.
Class participation is assessed for 10% of your final grade. In this way attendance and timeliness directly contribute to your overall performance in the course.
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We strongly advise students to regularly access their student email accounts. Important information regarding the unit is often communicated by email and will not be automatically forwarded to private email addresses.
Unit coordinator/lecturer
Name: David Day
Email: david.day@uwa.edu.au
Phone: 08 6488 3516
Consultation hours: By appointment.
Lecture times:
9.00am – 4.00pm
Saturday 27 August
Saturday 10 September
Saturday 24 September
Saturday 8 October
Saturday 22 October
Saturday 5 November
Lecture venue: BUSN: G42 (Michael Chaney Case Study Room)
Prof. David Day PhD MA (University of Akron, USA) BA (Baldwin-Wallace College, USA)
David Day joined the UWA Business School in 2008 as the Woodside Chair in Leadership and
Management. Previous appointments include Professor of Organisational Behaviour (Singapore
Management University), Professor of Psychology (Pennsylvania State University), Adjunct Research
Scientist (Center for Creative Leadership), and Senior Research Fellow (U.S. Army Research Institute
Consortium of Research Fellows).
A Fellow of the American Psychological Association and the Society for Industrial and Organizational
Psychology, member of the Academy of Management and numerous other professional societies, Prof.
Day has published more than 75 peer-reviewed journal articles, books, and book chapters, many pertaining to the core OB topics of leadership and leadership development. Prof. Day serves on several editorial boards top journals in the field of OB as well as holding the position of Associate Editor for the
Journal of Applied Psychology .
Prof. Day is the lead editor of the book, Leader Development for Transforming Organizations: Growing Leaders for Tomorrow (Erlbaum, 2004) and lead author of the book, An Integrative Approach to Leader Development:
Connecting Adult Development, Identity and Expertise (Routledge, 2009). Prof. Day previously served as a civilian member of the U.S. Army Training and Leader Development Panels (2000-2002) recommending future directions for officer, non-commissioned officer, and Army civilian training and development. He is currently editing The Oxford Handbook of Leadership (Oxford University Press) with an expected publication date of 2012.
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http://www.webct.uwa.edu.au
McShane, S. L., Olekalns, M., & Travaglione, T. (2010). Organisational Behaviour on the Pacific rim (3 rd ed.) .
Sydney: McGraw-Hill.
NOTE: Please bring your textbook to class.
Supplemental seminar readings and case studies for this unit are listed in the course outline and are available for purchase from the UWA bookstore and/or available on WebCT.
There are many different journals that publish research and other articles that deal with OB issues. These are generally available in the library or through the electronic web portal ( http://www.library.uwa.edu.au/ ).
You should make every effort to include recent research and other information on OB topics. Here is a partial list of relevant academic journals and other periodicals that you might find useful:
Academic-oriented :
Academy of Management Journal, Academy of Management Review, Administrative Science Quarterly,
Journal of Applied Psychology, Journal of Management, Journal of Organizational Behavior, Leadership
Quarterly, Personnel Psychology
Practitioner-oriented :
Academy of Management Perspectives (formerly Academy of Management Executive), California
Management Review, Harvard Business Review, MIT Sloan Management Review, Organizational Dynamics
Newspapers and other periodicals:
Australian Financial Review, The Economist, Fast Company, Financial Times, Fortune, Wall Street Journal
You will need access to a web-linked PC, be able to use word processing software, know how to access recommended reading and other materials on the Internet and from the library, and have an active email address.
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Week #: Date
1A: 27 AUG
Morning
1B: 27 AUG
Afternoon
2A: 10 SEP
Morning
2B 10 SEP
Afternoon
3A: 24 SEP
Morning
3B: 24 SEP
Afternoon
4A: 8 OCT
Morning
4B: 8 OCT
Afternoon
Topics
Individual Behaviour, Values, and Personality (Ch. 1-2)
Additional readings:.
Pfeffer & Sutton (2006, Jan). Evidence-based management. HBR: 63-74.
Perception and Learning in Organisations (Ch. 3)
Additional readings:
Edmonson (2011, April). Strategies for learning from failure. HBR : 49-55.
Workplace Emotions and Attitudes (Ch. 4, pp. 120-138 ONLY)
*** Note: Please complete IPIP self-assessment prior to class and bring results to class. IPIP self-assessment: http://www.personalitytest.net/ipip/ipipneo120.htm
Additional readings:
Goleman (1998, Jan). What makes a leader? HBR : 82-91.
Motivation in the Workplace (Ch.5)
Additional readings:
Kerr (2003, Jan). The best-laid incentive plans. HBR : 27-37.
Applied Performance Practices (Ch. 6)
Team Project Approval Form Due!
Additional readings:
Schaffer (2010, Sept). Four mistakes leaders keep making. HBR : 86-91.
Decision Making and Creativity (Ch. 7)
Case Study:
Conflict on a Trading Floor (HBS 9-394-061)
Additional readings:
Hammond et al. (2006, Jan). The hidden traps in decision making. HBR : 118-126.
Developing High Performing Teams (Ch. 8)
Individual Paper DUE!
Case Study:
Anita Jairam at Metropole Services (Ivey case #9B06C003)
Additional readings:
Couto (2009, May). Why teams don’t work (interview with Richard Hackman).
HBR: 99-105.
Communication in Organisations (Ch. 9)
Additional readings:
Perlow & Williams (2003, May). Is silence killing your company? HBR : 52-58
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5A: 22 OCT
Morning
5B: 22 OCT
Afternoon
6A: 5 NOV
Morning
6B: 5 NOV
Afternoon
Power & Influence (Ch. 10)
Additional readings:
Cialdini (2001, Oct). Harnessing the science of persuasion. HBR : 72-79.
Effective Leadership (Ch. 12)
Case Study:
John Meredith of Hutchinson Port Holdings (Ivey case #907C27)
Additional readings:
Rooke & Torbert (2005, April). Seven transformations of leadership. HBR : 67-76.
Organisational Culture (Ch. 14)
Team Paper Due!
Additional readings:
Charan (2006, April). Home Depot’s blueprint for culture change. HBR: 61-70.
Organisational Change (Ch. 15)
Case study:
Leading change at Simmons (A/B/D). (HBS 9-406-046/047; 9-408-063).
Additional readings:
Kotter (2007, Jan). Leading change. HBR , 85: 96-103.
Exam week
Sat 19 NOV –
Sat 26 NOV
FINAL EXAM (TBA)
There are a number of reasons for having assessable tasks as part of an academic program. The assessable tasks are designed to encourage you to explore and understand the subject more fully. The fact that we grade your work then gives you an indication of how much you have achieved. Providing feedback on your work also serves as part of the learning process.
In OB, 30% of your overall assessment is contained within your group (team) assignment. Group assignments are directly linked to our discussions in weeks eight and nine on high performance teams.
Furthermore the OB material provides you with an opportunity to strengthen you skills as a team member and the team player effectiveness process will provide you with direct feedback on your team capabilities both personally and from the observations of other team members.
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Item Weight Due date
Class Participation
Team Project Approval Form
10%
*
Throughout the trimester
In Class 3A & WebCT (24 SEPT, 9.00am)
Assignment 1 – Individual Essay
Assignment 2 – Team Work Assignment
& Paper
Final Examination
25%
30%
In Class 4A & WebCT (08 OCT, 9.00am)
In Class 6A & WebCT (05 NOV,9.00am)
35% Exam Week
Note 1: Results may be subject to scaling and standardisation under faculty policy and are not necessarily the sum of the component parts.
Note 2: Your assessed work may also be used for quality assurance purposes, such as to assess the level of achievement of learning outcomes as required for accreditation and audit purposes.
The findings may be used to inform changes aimed at improving the quality of Business
School programs. All material used for such processes will be treated as confidential, and the outcome will not affect your grade for the unit.
Note 3: To pass this unit, students are required to achieve a score of at least 45% in the final exam.
Students that fail to achieve the minimum standard in the final exam but achieve an accumulated score based on all assessment components for the unit of 50 and above will be awarded a final mark of 48.
Class Participation (10%)
Part of your final grade is allocated for the class participation mark. As a post-graduate, your contributions to class discussion form an essential part of this course, and also form a vital part of learning on the MBA program. Unlike undergraduate courses, where you may well have been ‘taught’ in a one directional way by lecterners , this course requires your active participation in, and learning from, seminar discussions and teamwork. My role in the seminars is to act as a facilitator and guide rather than a traditional ‘lecturer’. The participation mark recognises the contributions you make in class. A good attendance record and displaying an interest in class discussions form the lowest level of participation.
Active and positive participation in class discussions are required for a mark above 5. The participation mark recognises your class contributions and is distributed in accordance with the following chart:
Grade
Present, not disruptive
Criteria
Tries to respond when called upon but offers very little.
Demonstrate adequate preparation
Demonstrates sporadic involvement.
Demonstrates good preparation
Knows readings and facts well and has thought through implications.
Offers interpretations and analysis of issues (more than just facts) to class.
students in a constructive way.
Offers and supports suggestions that may be counter to the majority opinion.
Demonstrates consistent ongoing involvement.
Demonstrates excellent preparation
Has thought through topic concepts and issues exceptionally well relating them to other material
(including readings, course handouts, discussions and experiences).
Responds thoughtfully to other students’ comments and contributes to cooperative argument
building.
Demonstrates ongoing very active involvement.
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PLEASE NOTE that simply asking a question in class does not constitute a ‘class contribution’. While there is an expected level of contribution to the class and group discussions, the quantity of talking is less important in the above criteria than the quality of your contribution.
Classroom Decorum
Classes can be both educational AND fun if we work together to make it that way. One of the best ways to ensure that classes are enjoyable and productive is for everyone to be mindful of the impact that their own behaviour has on others, to make a conscious effort to treat others with courtesy and respect, and to behave in a manner appropriate to the workplace. This includes:
•
Advising the lecturer beforehand of possible absences from class
•
Arriving at class on time and remaining throughout the class period
•
Coming to class prepared and willing to participate
•
Minimising distracting noises and actions (e.g. not eating during class, turning mobile phones off)
•
Listening when others are speaking and not interrupting
•
Engaging in healthy debate of issues and ideas without personal attacks
•
Respecting the cultural and ethnic backgrounds of other students
•
Using humour appropriately
•
Helping class members that need assistance
•
Finding solutions to issues/problems that may arise
•
Refraining from using sexist or offensive language
Please turn your mobiles/pagers OFF while in class.
If you have an emergency situation that requires you to be contacted quickly, let me know at the beginning of class and an exception may be made.
Assignment 1: Individual Essay (25%)
The purpose of the individual essay is to assess your ability to meet these learning objectives:
Select, describe and evaluate a range of organisational behaviour theories, models and concepts related to individual, interpersonal and team processes, and how these can be applied in organisations.
Develop, justify and select appropriate solutions to organisational problems based on organisational behaviour theories and concepts.
Apply knowledge of human behaviour to improve individual performance, group effectiveness and employee wellbeing in a variety of organisational contexts.
Choose an issue in your organisation that you would like to research and apply your understanding of the organisational behaviour theories and concepts. Analyse the issue based on the theories and concepts covered in the list below. Your assessment will be based both on your ability to define and explain the theory AND to apply it to the specific organisational experience. Your discussion should be concise, thoughtful and relevant. (Please keep in mind that this analysis may be based on present or PAST organisational experiences.)
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Your research should include
topic from the following list (or suggest an alternative before writing the paper):
1.
MARS Model of Individual Behaviour and Results
2.
Behaviour Modification
3.
Learning in Organisations
4.
Values in Organisations
5.
Emotional Labour
6.
Emotional Intelligence
7.
Job Satisfaction
8.
Organisational Commitment
The purpose of Assignment One is to give you an opportunity to apply relevant theories and concepts of
Organisational Behaviour to an issue in an organisation. You must support your discussion with relevant findings in literature. That is, your opinions and statements need to be substantiated with evidence from readings, literature, models, textbook, and other forms of literature reviewed. Care should be taken to link your selected topics together. Literature must be appropriated referenced in Harvard style. Direct quotes must be page referenced and cited accordingly.
Whichever topics you choose, the paper should be presented in essay style including the following sections: introduction, literature review, and conclusions. It should be appropriately referenced in accordance with the Harvard style and should include only those references referred to in the body of the essay. Sources of diagrams and direct quotes should be page referenced and cited accordingly .
Guidelines for Writing Assignment
For each paper, students should include the following :
Introduction . An introduction to the topic and a discussion of why it is worthy of study. Key concepts/terms should also be defined in the introduction so that the reader is clear about what the essay is going to discuss. The main thrust of your argument or the position that you will take on the issue should also be clearly stated here.
Literature review.
A review of the literature of your chosen topic. This review should clearly address each of the questions raised by your chosen topic, be as thorough as possible and should be restricted to literature that you personally have been able to obtain. It is important that your arguments are supported by evidence either obtained through your research or examples from your experience. You should avoid armchair speculations or unsubstantiated claims. Excellent papers address all aspects of the question so be sure that you have read the question closely and that you provide sufficient depth to each of your answers. The topics generally have a theory (What is it?), an empirical (What is the evidence?) and a practical application (What are the implications for managers of the issue?). A mix of practitioner and scholarly journals is therefore expected in your essay so as to answer each of the questions adequately.
Conclusion . A summary or conclusion that brings together the major points in the main body of the essay and is consistent with what was stated in the introduction. The conclusion should not introduce new ideas or lines of thought that have not previously been discussed in the main body of the essay. For an essay of 2,500 words an adequate conclusion would normally be between half and three quarters of a page. Two to three sentences are not sufficient.
References . The in-text references and list should be in accordance with the Harvard Style and include only those references referred to in the body of the essay. References that you have read during the course of your research but do not cite in your essay should not be included. Sources of diagrams and direct quotes should be page referenced and cited accordingly. The importance of referencing correctly is covered in more detail in the sections on acknowledgements and plagiarism, and referencing.
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Issues of writing style and presentation:
Writing Style . You are expected to adopt a writing style that is appropriate to academic writing. Please note that the emphasis is on using your own words rather than the extensive use of quotes in written essays. Direct quotes should be used sparingly and only in certain circumstances such as when defining key constructs/terms, conveying a difficult concept that might be misinterpreted if the author’s original words are not used, or for literary effect. Edit your work carefully for errors in grammar, spelling and punctuation and be precise in your choice of words and expression of ideas.
Professional Presentation . All written assignments must be word-processed or typewritten, one and half-spaced, use a 12-point font and be accompanied by a word count. The assignment should be stapled in the top left hand corner or bound along the left margin. Please do not place assignments in plastic sleeves – the marker needs to be able to write comments on the assignments and placing it in a plastic cover only increases the handling time. Please submit your paper with an assignment sheet cover page generated at the following site: http://www.business.uwa.edu.au/studentnet/assessments/duedates/assigncover
Word Count . This must be written on the cover sheet of each piece of assessment. Included in the word count is the main text of the essay, in-text referencing and sub-headings. The abstract, executive summary, table of contents, reference list and appendices are not included. Appendices should be short and contain only tables and graphics – not narrative . Do not try to extend the work count by using appendices, as they will not be read. Assignments that are more than 10% over length (i.e. 200 words for a 2000 word essay) will be penalised 5% for each 10% over the word limit.
Remember to keep a copy of any work you submit .
You are expected to observe the due dates for assignments. Extensions will only be given in extenuating circumstances. Please note that the pressure of work commitments is generally NOT considered to be extenuating circumstances.
A marking guide is included overleaf for your reference.
Word limit = 2,000 words.
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Name
ASPECT OF ESSAY
1. Introduction
• definition of key terms
• stimulate interest and establish topic’s importance
2. Literature Review
• knowledge and understanding of relevant
OB theories & concepts
• ability to apply OB theories and concepts analytically & practically
• development of logical and well supported arguments
• use of relevant organisational examples from the literature
• answers all aspects of questions
• original ideas
3. Conclusion
• sound summary of key points and arguments
4. Presentation
• clarity of expression
• organisation & structure
• grammar, spelling & punctuation
•
Harvard referenced
Mark:
HD
80-100%
D
70-79%
CR
60-69%
P ass
50-59%
Fail
≤49%
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Assignment 2: Team Work Assignment and Paper (30%)
The purpose of the team assignment is to assess your ability to meet these learning objectives:
Select, describe and evaluate a range of organisational behaviour theories, models and concepts related to individual, interpersonal and team processes, and how these can be applied in organisations.
Develop, justify and select appropriate solutions to organisational problems based on organisational behaviour theories and concepts.
Locate and use a range of information sources to research management and OB issues.
Apply knowledge of human behaviour to improve individual performance, group effectiveness and employee wellbeing in a variety of organisational contexts.
This assignment is designed to acquaint students with current OB practices (best and worst) in an organisation of your choice, to analyse and comment critically on such practices, and to demonstrate the quality of your learning by indicating how the practices might be improved in the organisation.
Students will work in assigned teams and should adopt the following approach:
1. Choose a project based on an organisational practice (or practices) related to one of the seminar program topics from classes 2B-6A (e.g., motivation communication, teams, creativity, decision making, power & influence, leadership, culture – or suggest an alternative prior to submitting your 1-page outline that constitutes your team project approval form);
2. Review literature relevant to the topic including seminar readings, additional articles and books;
3. Identify an organisation to analyse, preferably one that will allow you access for interviews and to obtain pertinent internal documents. NOTE: Without access or agreement to participate, your team assignment will be much more difficult to complete.
4. Interview appropriate people from the organisation and collect as much data and information as possible about relevant OB practices in that company.
5. Describe and evaluate the application of the practice(s), and in particular, assess the organisation as compared with relevant literature on the subject, reporting conclusions about the adequacy of the practice with regard to theory and published literature. In what ways (if any) would it be considered a
“best practice? What recommendations would you offer on how to improve the practice(s) and why?
6. Document all sources of information in your reference list, whether it is interviews, annual reports, internal newsletters or other communications, books, journal articles, and so forth.
7. Prepare a written report on the team’s findings following the section on report writing provided below and submit it by 9.00am Class 6A (5 November) & via WebCT
8. Have each team member complete a peer evaluation form (not mandatory, but helpful in the case of potential disagreement about individual project contribution).
9. If time is permitting, each team will present a brief summary of their project and results in Week 6
(more information will be provided in class).
As this is a team project, each team member is expected to contribute to the written report in roughly equal ways. All team leadership and management functions are the responsibility of the team.
Please note that each team must submit by 9.00am, Class 3A (24 September) a chosen topic, a one-page outline of your planned project.
Please include the following sections in your team paper:
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Executive summary . Provide a succinct executive summary that provides a brief description of the project, who the report is written for, and the major findings and recommendations. A good summary allows the reader to follow the arguments in the main report more easily. The executive summary should be single-spaced and no more than one page.
Project goals and purpose . Provide a clear statement of primary purpose of the project as well as any secondary objectives. This should include a problem statement or a description of the OB topic that the team examined.
Project justification . A rationale should be provided for why the project was chosen, the importance of the problem, or potential significance of the findings. This should include a description of the organisation and the business environment in which the organisation or industry sector operates.
Methodology. The method for how you conducted the project should be explained in detail, including how you collected the information, the people you interviewed, and how you accessed other documents from the organisation or industry.
Discussion of results.
Present project results in detail followed by your recommendations. Diagrams and tables are often effective in summarising and presenting information clearly. At least two recommendations for improvement should be made based on evidence collected for the project as well as your reading.
Identification of limitations. Briefly describe any limitations that apply to your analysis, conclusions, or recommendations.
Conclusions. A brief summary of the major findings and recommendations.
References.
The reference list should include all sources of information referenced using the Harvard or
Academy of Management including company documents, in-house newsletters, and people interviewed for the project.
When submitting a hard copy of the final paper, please include a completed assignment cover sheet that can be found here http://www.business.uwa.edu.au/studentnet/assessments/duedates/assigncover
WORD LIMIT: 5,000 words.
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Team:
Project Title:
HD
80-100%
D
70-79%
ASPECT OF REPORT
1. Executive Summary
•
Succinct summary of key points
2. Project Aims
•
Clearly and concisely stated
3. Project Justification
•
Logical rationale with evidence
4. Methodology
•
Appropriate for problem
•
Limitations identified accurately
5. Discussion of Results
•
Correct problem identified
•
Understanding and application of relevant OB theories and concepts
•
Identification and critical evaluation of appropriate solutions
•
Appropriate solution / practical
•
Use of relevant literature to support analyses and recommendations
•
Identification and discussion of limitations
6. Conclusions
•
Concise summary of key points
7. Presentation
•
Concise summary of key points
•
Clearly written
•
Referenced appropriately (Harvard)
Mark: ____
Comments:
CR
60-69%
P ass
50-59%
Fail
≤49%
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Final Exam (35%)
The purpose of the examination is to assess your ability to meet these learning objectives:
Select, describe and evaluate a range of organisational behaviour theories, models and concepts related to individual, interpersonal and team processes, and how these can be applied in organisations.
Develop, justify and select appropriate solutions to organisational problems based on organisational behaviour theories and concepts.
Apply knowledge of human behaviour to improve individual performance, team effectiveness and employee wellbeing in a variety of organisational contexts.
The purpose of the examination is to evaluate your understanding of the knowledge acquired during throughout the OB Unit. It will be three hours in length. It will be an open book exam and will include two compulsory case studies and a choice of short answer questions. The cases studies will be similar in format, but briefer, than those conducted in class. Sample short answer questions will be provided to students during the trimester.
Submit your assignment at the beginning of the respective class. A copy should also be uploaded to
WebCT. Please remember to attach an Assignment Cover sheet to the front of your assignment. You can download and print your Assignment Cover sheet from the Business School Current Students web page http://www.business.uwa.edu.au/studentnet/assessments .
Phone: (+61 8) 6488 2295
Facsimile: (+61 8) 6488 1041
E-mail: enquiries@guild.uwa.edu.au
Website: http://www.guild.uwa.edu.au
The Charter of Student Rights and Responsibilities outlines the fundamental rights and responsibilities of students who undertake their education at UWA (refer http://handbooks.uwa.edu.au/undergraduate/poliproc/policies/StudentRights ).
The University provides the opportunity for students to lodge an appeal against assessment results and/or progress status (refer http://www.secretariat.uwa.edu.au/home/policies/appeals ).
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