Credit points


Campus offering

No unit offerings are currently available for this unit



Teaching organisation

3 hours per week (two hours of lectures and one hour of tutorial) for 12 weeks or equivalent in intensive mode or online.

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.

Learning outcomes

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)  

Graduate attributes

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 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. 

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.  

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate 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 


LO1, LO2

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


LO3, LO4 

GA5, GA6, GA8

Assessment Task3: 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


LO2, LO4 

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.

Further references

Journal of Applied Psychology

Personnel Psychology

Human Resource Management Review

Annual Review of Psychology

Journal of Occupational & Organizational Psychology

Personality & Social Psychology Review

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