150 hours over a twelve-week semester or equivalent study period
Unit rationale, description and aim
This unit provides an overview of organisational dynamics and behaviour. Its purpose is to offer a theoretical and strategically focused understanding of organisational dynamics incorporating dynamic processes such as decision making, power and politics, organisational change, organisational communication and conflict management and the implications these have on individual and group behaviour. These concepts are examined incorporating organisational theory and behaviour. Participants are encouraged to take a strategic approach to organisational dynamics processes using contemporary behavioural theories and practices in light of organisational and environmental changes.
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - examine organisational theory, design, and structure and job design from the human dignity perspective (GA1, GA5)
LO2 - critically evaluate individual and group behaviours in organisational contexts, demonstrating an understanding of current theories in organisational dynamics to solve organisational problems while considering the human diversity lens (GA4, GA5)
LO3 - analyse organisational dynamics with regard to organisational culture, societal culture from national and international standpoints (GA5, GA6)
LO4 - critically appraise the association between contemporary organisational theories and decision making in change management, work stress and strain issues and their impact on organisational performance (GA5, GA8)
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA6 - solve problems in a variety of settings taking local and international perspectives into account
GA8 - locate, organise, analyse, synthesise and evaluate information
Topics will include:
- Evolution of organisational theory and behaviour
- Examine individual and group behaviours for organisational performance
- Individual and group decision-making: Ethics and common good
- Examining power and politics
- Analyse organisational culture and societal culture
- Designing organisational structure and jobs
- Theories of organisational dynamics
- Critically evaluate management of change from the human dignity perspective
- Emerging issues in organisational dynamics and behaviour for common good
Learning and teaching strategy and rationale
Practice and applied practical activities are essential for learning. Therefore, students are expected to adopt an ‘active’ learning strategy and learn by doing. ACU’s learning and teaching policy focuses on learning outcomes for students in the form of knowledge, capabilities and background. Our teaching aims to engage students as active participants in the learning process while acknowledging that all learning must involve a complex interplay of active and receptive processes, the constructing of meaning for oneself, and learning form others. ACU promotes and facilitates learning that is autonomous and self-motivated, is characterised by the individual taking satisfaction in the mastering of content and skills and is critical, looking beneath the surface level of information for the meaning and significance of what is being studied. The workshops provide an interactive environment for involving in class discussions and exchange ideas. Learning materials used in the unit encompass readings, lecture slides, lecture recordings, audio and video materials, self-tests, case studies, solutions to selected problems and other online relevant tools.
This unit is offered in different modes in order to attract the widest possible number of participants by appealing to a range of learning preferences and providing opportunities for participation for isolated and/or marginalised groups.
This unit uses a blended learning strategy to enable students to explore and understand different aspects of organisational dynamics and behaviour. Students are encouraged to attend facilitated tutorial classes to collaborate with other students in synthesizing different sources of knowledge to develop a level of understanding sufficient to critically assess the operations and dynamics of business organisations. This approach is designed to appeal to students with a preference for learning within a physical social environment and allows for essential skill development with expert support.
Students are given the opportunity to attend facilitated synchronous online tutorial classes to participate in the construction and synthesis of this knowledge with other students so as to develop a level of understanding sufficient to critically assess the operations of business organisations. Students are required to participate in a series of online interactive workshops in which they develop a comprehensive and in-depth understanding of the unit's content. This approach allows flexibility for students and facilitates the participation of students unable to attend classes, therefore promoting social inclusion in the field of leadership.
This unit uses an active learning approach to support students in the exploration of knowledge essential to the discipline. Students are provided with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning in situations similar to their future professions. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
Assessment strategy and rationale
Assessments are used primarily to foster learning. ACU adopts constructivist approach to learning, which requires alignment of learning outcomes, teaching, learning and assessment and the environment in which learning occurs. Assessment is an integral part of the learning process. Assessment tasks in this unit are aimed at measuring and developing student’s achievement of both the learning outcomes and graduate attributes noted above. In this unit, there are multiple forms of formative assessment for a student to assess their progress against the learning objectives as well as three (3) main pieces of summative assessment.
To pass this unit, students must demonstrate competence in all learning outcomes and achieve an aggregate mark of at least 50%. Marking will be in accordance with a rubric specifically developed to measure students’ level of achievement of the learning outcomes for each item of assessment. Students will be awarded a final grade which signifies their overall achievement in the unit.
Overview of assessments
|Brief Description of Kind and Purpose of Assessment Tasks||Weighting||Learning Outcomes||Graduate Attributes|
Assessment Task 1: Essay
This assessment task consists of a 1200-word written essay. This requires students to compose high-level research and analysis on an organisational behaviour topic/issue from a human dignity perspective.
Submission Type: Individual
Assessment Method: Essay
Artefact: Written submission
GA1, GA4, GA5
Assessment Task 2: Case study
This assessment task consists of a 1500-word written case study report. This assessment task requires students to work individually, compose high-level research and analysis on organisational behaviour issues and to gain practical application of knowledge gained from this unit, taking into account national and international standpoints.
Submission Type: Individual
Assessment Method: Case study report
Artefact: Written report
GA5, GA6, GA8
Assessment Task 3: Critical self-reflection journal
This assessment task consists of a 1300 word ‘critical self-reflection learning journal’. A learning journal is based on students’ insights and it provides an opportunity for students to undertake research, critical analysis and evaluation, and reflect on the ways in which the issues and concepts raised in the unit affect them personally in their current or future role as a manager.
Submission Type: Individual
Assessment Method: Critical self-reflection journal
Artefact: Written submission
GA4, GA5, GA8
Representative texts and references
McShane S, Olekalns M., Newman, A., & Martin, A. 2019 Organisational Behaviour: Emerging Knowledge. Global Insights, 6h Asia Pacific edition, McGraw-Hill.
Wood J, Zeffane R, Fromholtz M, Wiesner R, Morrison RR, Factor A, & McKeown T 2019 Organisational Behaviour: Core concepts and applications, 5th ed., John Wiley & Sons, Australia.
Robbins S & Judge T 2017 Organisational behaviour, 17th ed., Pearson Education, Essex, England.
Colquitte J, Lepine J & Wesson M 2017, Organisational behaviour: improving performance and commitment in the workplace, 5th ed., McGraw-Hill Irwin, New York.
Journal of Applied Psychology
Human Resource Management Review
Annual Review of Psychology
Journal of Occupational & Organizational Psychology
Personality & Social Psychology Review