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Lord Ashcroft International Business School
Organisational Behaviour
Department: Human Resource Management, Organisational Behaviour and Tourism Module Code: MOD001120 Year: 2013/14 Semester: 2 Academic Year: 2013/14 Semester/Trimester: 2
Module Guide
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Contents Module Title ............................................................................................... Error! Bookmark not defined. 1. Key Information .................................................................................................................................... 2 2. Introduction to the Module .................................................................................................................... 2 3. Intended Learning Outcomes ............................................................................................................... 3 3.1 Employability skills delivered in this Module ........................................................................................ 4 4. Outline Delivery .................................................................................................................................... 5 4.1 Attendance Requirements .................................................................................................................. 6 5. Assessment .......................................................................................................................................... 7 5.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students] .................................. 7 5.2 Submitting your work [Students in all other locations at Associate Colleges] ...................................... 9 5.3 Marking Rubric and Feedback ......................................................................................................... 10 5.4 Re-Assessment (resit) ...................................................................................................................... 10 6. How is My Work Marked? ................................................................................................................... 10 7. Assessment Criteria and Marking Standards ...................................................................................... 13 7.1 Specific Assessment Criteria and Marking Rubric............................................................................. 13 7.2 University Generic Assessment Criteria ............................................................................................ 17 8. Assessment Offences ......................................................................................................................... 19 9. Learning Resources ........................................................................................................................... 21 9.1. Library ............................................................................................................................................. 21 9.2. Other Resources ............................................................................................................................. 22 10. Module Evaluation ............................................................................................................................ 22 11. Report on Last Delivery of Module .................................................................................................... 23 Appendix 1: Re-Assessment Information ................................................................................................ 24
Module Guide
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1. Key Information
Module: Organisational Behaviour Module Leader: Dr Irene Skovgaard Smith Campus/ Building/ Room: Cambridge, LAIBS, Lab322 Extension: 5741 Email: [email protected] Module Tutors: Ms.Ananthalakshmi ( [email protected] ) Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:
the Virtual Learning Environment (VLE)
the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue
Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office [REPLACE WITH EQUIVALENT OFFICE/LOCATION AT ASSOCIATE COLLEGE] (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.
2. Introduction to the Module
The nature of organisations, the role of management and its relationships with the environment are issues which are undergoing continual redefinition. Leading individuals, groups and organisations effectively is key to managerial excellence. Yet, it could be your most difficult challenge as a manager. The module is designed to help you meet this challenge.
The purpose of this module is to provide a number of conceptual frameworks to help you make sense of your professional practice and context. The focus of the module is to seek insights into behaviour in organisations from a behavioural science perspective. The module develops your critical awareness of the key debate between contending theories of organisation and management, particularly in relation to organisational processes. The module will evaluate the underlying assumptions of particular perspectives and concepts and what these mean for management practice. Each of the topics covered in the module provides a unique perspective on understanding and shaping behaviour in organisations.
The module also provides you with an opportunity to demonstrate that you can apply and test out concepts at a required level of analysis. The investigations carried out test your understanding of the dynamics and processes of organisational behaviour and the benefits and difficulties of improving organisational effectiveness.
One of the main focuses for the design of this module has been the further development of relevant employability and professional skills. Such skills are implicit in the learning outcomes.
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3. Intended Learning Outcomes
On successful completion of this module you will be able to:
3.1. Demonstrate a critical perspective of organisational theories and related management practice.
3.2. Understand the complexity of organisational life and view organisations as socially,
historically and psychologically constructed.
3.3. Critically examine compelling organisational theories and alternative theoretical frameworks around the study of organisations.
3.4. Analyse the complex nature of the behaviour of people in work organisations.
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3.1 Employability skills delivered in this Module
It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:
SKILL Skills acquired in this module
Communication (oral) x
Communication (written) x
Commercial Awareness
Cultural sensitivity x
Customer focus
Data Handling
Decision making x
Enterprising
Flexibility
Initiative
Interpersonal Skills
Leadership/Management of others x
Networking
Organisational adaptability x
Project Management
Problem Solving and analytical skills x
Responsibility x
Team working
Time Management x
Other
Module Guide
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4. Outline Delivery
Week Subject Area Session Objectives Advance Reading
1 Introduction/Key concepts Understand key concepts underlying Organisational Dynamics and its implications for organisations
Mullins (2013), ch. 1, 2, 3 Articles on VLE
2 Organisation Structure Understand the impact of Organisation Structure on behaviour
Mullins (2013), ch. 13, 14 Articles on VLE
3 Motivation
Understand the concept of motivation and implications for behaviour in organisations
Mullins (2013), ch. 7 Articles on VLE
4 Group Dynamics
Understand the nature of group behaviour and how it influences work performance
Mullins (2013), ch. 8, 9 Articles on VLE
Reading Week Reading Week Reading Week
5 Organisational Culture and Change
Understand the impact of Culture on organisation behaviour and management of change in organisations.
Mullins (2013), ch. 18 Articles on VLE
6
Management and Leadership Understand the nature of management and leadership, factors that determine relationships with other people and the effectiveness and responsibility of leaders
Mullins (2013), ch. 10, 11, 12 Articles on VLE
7
Power, Authority and Conflict Critically evaluate the issues of Power and conflict within organisations and its impact on behaviour.
Mullins (2013), ch. 16 Articles on VLE
8
Implications and Synthesis Understand implications of what we have learned in relation to Organisational effectiveness and development. Summation
Mullins (2013), ch. 19 Articles on VLE
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4.1 Attendance Requirements
Attending all your classes is very important and one of the best ways to help you succeed in this module. Research has found a clear correlation between student attendance and overall performance. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. Anglia Ruskin will closely monitor the attendance of all students and will contact you if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders.
Module Guide
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5. Assessment
The assessment for this module consists of one part.
Part Type of assessment Word or time limit
Submission method
Deadline for assessment
1 Individual assignment, report
3000 words
Turnitin®UK GradeMark
NO LATER THAN: 2nd May, 2014 by 5pm
Part 1 – Assignment
Mark Learning Outcome
1 The degree to which the concepts have been explained and understood
30% 3.1, 3.2, 3.3, 3.4
2 The clarity of application
30% 3.1, 3.3, 3.4
3 The reasoning behind the evaluation
30% 3.1 3.3, 3.4
4 The presentation and structure of report
10% 3.1, 3.3
TOTAL MARKS 100%
The assignment is as follows: You are required to analyse your own organisation OR other (case) organisation of your choice from an Organizational Behaviour perspective. Focus your analysis on a critical problem or issue(s) the organisation is facing. You have to use a variety of OB concepts, models and theories relevant for the problem / issue(s) you are focusing on in your analysis. The analysis should include discussion and evaluation of implications for the organisation with suggestions or proposed solutions.
Note: You may find it useful to discuss your approach and framework with the module tutor before starting your assignment.
All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work.
5.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students]
You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on the assignment brief, all your assignments should be submitted online. Hard copy assignments handed into the iCentre will NOT be marked. You must put YOUR Student ID number (SID) as the submission title (details below).
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You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report Class to which you can submit multiple drafts for originality checking. The Grademark class page shows the start date (when you can begin submitting work), the due date for your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. The post date is the date when both feedback and provisional results will be posted online. You should follow the detailed instructions provided on the VLE. When you submit your paper, remember to:
ONLINE SUBMISSION AND FEEDBACK THROUGH GRADEMARK At the post date you will get your feedback through Turnitin/Grademark. We have implemented this online feedback system to give you the following benefits:
More timely receipt of your feedback;
Better quality feedback;
The ability to hand in your work online;
Reduction in time spent queuing to hand in and pick up your assignments;
The ability to receive marker feedback when it is posted, regardless of your location;
Reduction of both yours and the university’s carbon footprint by no longer printing work.
HOW TO VIEW YOUR FEEDBACK Click on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer. A new window will open and you will see
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your feedback on the right-hand side of the screen. Or click on the grey arrow to download a copy of your assignment and feedback.
POINTS TO NOTE
1. The due date as seen in eVision is the official submission deadline. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it until the last minute to submit your work – the system becomes extremely busy and can be slower during the period of the deadline.
2. Grademark final submission classes will become available 10 working days before the final submission date. Be aware that work can only be submitted ONCE to these classes and cannot be removed or changed.
3. All work submitted MUST be entitled by your Student ID number.
4. Any work handed in via the iCentre will NOT be marked.
5. The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of
the originality report is not required.
6. The Originality Report will not be used to make assessment decisions unless concerns arise as to poor academic practice, plagiarism, or collusion. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations).
7. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created for re-sits.
8. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on the module VLE. If you have experience submission difficulties, please email: [email protected] Furthermore, there is a support VLE site (http://vle.anglia.ac.uk/sites/grademark/laibs/Content/Start.aspx) with videos to show you how to submit your work and to view your feedback.
All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.
5.2 Submitting your work [Students in all other locations at Associate Colleges]
All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you.
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Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work.
5.3 Marking Rubric and Feedback
The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work. Feedback
You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff through Grademark at Cambridge and Chelmsford. At other locations and Associate Colleges, this is provided through the completion of the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with prompt feedback on all assessed work within a prompt 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; e.g. between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. On occasion, you will receive feedback and marks for work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed and subject to external moderation and approval. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.
5.4 Re-Assessment (resit)
If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment. As indicated in Section 6.2.7. of the Senate Code of Practice, this is a NEW assessment, you CANNOT re-work the assessment explained in this section. The re-assessment information is given in Appendix 1.
6. How is My Work Marked?
After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include:
Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g. a presentation or Major Project), it is marked by more than one lecturer (known as double marking)
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Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking
External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.
Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.
This module falls within the remit of the Human Resource Management, Organisational Behaviour and Tourism DAP.
The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAP’s remit:
HUMAN RESOURCE MANAGEMENT; ORGANISATIONAL BEHAVIOUR AND TOURISM
External Examiner’s Name Academic Institution Position or Employer
Dr Janet Astley
York St John University Senior Lecturer
Mr Harold Birkett None(retired) Formerly an academic member - Staffordshire
Dr Lynn Nichol
University of Gloucestershire Senior Lecturer
Dr Julia Pointon
De Montfort University Principal Lecturer
Dr Lynne Powell University of Northumbria at Newcastle
Senior Lecturer
Prof Christopher Prince
Birmingham City University Executive Dean
Dr Paul Smith University of Sunderland Associate Dean (Resources & Research)
Dr Nancy Stevenson University of Westminster Principal Lecturer and Programme Leader
The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo. Anglia Ruskin’s marking process is represented in the flowchart below: Anglia Ruskin’s marking process is represented in the flowchart below:
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Student submits work / sits
examination
Work collated and passed to Module Leader
Work is marked by Module Leader and Module Tutor(s)1. All marks collated by Module Leader
for ALL locations2
Internal moderation samples selected. Moderation undertaken
by a second academic3
Unconfirmed marks and feedback to students within 20 working
days (30 working days for Major Projects)
External moderation samples selected and moderated by
External Examiners4
Marks submitted to DAP5 for consideration and approval
Marks Approved by DAP5 and forwarded to Awards Board
Any issues?
Any issues?
Students receive initial (unconfirmed)
feedback
Confirmed marks issued to students
via e-Vision
Ma
rkin
g S
tage
Inte
rnal M
odera
tion S
tage
E
xte
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ode
ratio
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tag
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DA
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tage
YES
YES
NO
NO
Flowchart of Anglia Ruskin’s Marking Processes
1 All work is marked anonymously or double marked where identity of the student is known (e.g.in a presentation)
2 The internal (and external) moderation process compares work from all locations where the module is delivered
(e.g.Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.) 3 The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever
is the greater) for each marker and covers the full range of marks 4 Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The
sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marks
5 DAP: Departmental Assessment Panel – Anglia Ruskin has over 25 different DAPs to reflect our subject coverage
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7. Assessment Criteria and Marking Standards
7.1 Specific Assessment Criteria and Marking Rubric
1. The degree to which the concepts have been explained and understood
A
= 21-30
Sample comments The relevant concepts, models and theories of Organisational Behaviour (OB) used in the analysis have been researched in depth and are explained in a way that demonstrates superior understanding. Supporting references demonstrate that the area has been researched very comprehensively
Some indicators of an A grade:
The concepts are explained expertly and this is well referenced with supporting literature
The writing is eloquent and well-argued
B
= 18-20
Sample comments There is good evidence of research into relevant OB concepts, models and theories using relevant literature and they are understood and has been researched well
Some indicators of a B grade:
The concepts are understood and defined, however, in places could be more in detail
There is good use of references
C
= 15-17
Sample comments The discussion of relevant OB concepts, models and theories is clear, but it is more descriptive than exploratory. There is an acceptable level of understanding.
Some indicators of a C grade:
The concepts are described and understood – but there needed to be more depth
There are some linkages to the theory, however, more references needed
D
= 12-14
Sample comments The explanation of concepts, models and theories is largely descriptive, and only somewhat understood. There are very few references to literature
Some indicators of a D grade:
The concepts have been described, but explanation is basic
There is minimal evidence of reading
F
= 11 and below
Sample comments No real explanation of concepts, models and theories, the explanation is not adequate and lacks references.
Some indicators of an unsuccessful attempt:
Brief description of the concepts
Lacks references to theory
2. The clarify of application
A
= 21-30
Sample comments
There is an excellent level of analysis. The analysis benefitted from the adept application of a range of analytical tools.
Some indicators of an A grade:
Thorough, in-depth analysis
Full range of relevant concepts, models and theories applied well to the organisation
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Deep, insighthful analysis - critique of the important aspects for the organisation is given in the application of concepts, models and theories
Section flows really well
B
= 18-20
Sample comments Very good analysis of issues using a good range of analytical tools. Some indicators of a B grade:
Good analysis throughout
Full range of concepts, models and theories applied mostly well to the organisation
Evidence of insightful analysis – including consideration of issues and their implications for the organisation
C
= 15-17
Sample comments: Some consideration of the issues has been made; this could have been more detailed. You consider how well they currently operate, but, there could have been more depth and understanding shown. Some indicators of a C grade:
Some good analysis has been conducted
Models applied, but in places with limited depth and analysis
The analysis needed to be deeper and more thought was needed
D
= 12-14
Sample comments There is a basic grasp of organisational issues. But you don't apply enough of the relevant concepts, models and theories or apply well enough to get a higher mark. Some indicators of a D grade:
There is some discussion of the issues
Needed to be much more focus on applying concepts to the organisation
In places, difficult to see whether the models are fully understood
F
= 11 and below
Sample comments There has been no real analysis of the issues. You should have applied models to the issues the organisation is facing. Some indicators of an unsuccessful attempt:
General discussion – no evidence of application to organisation
No or few models applied, pure case description
3. The reasoning behind the evaluation
A
= 21-30
Sample comments
There is an excellent level of discussion related to the reasoning behind the evaluation.
Some indicators of an A grade:
Convincing analysis of outcomes and consequences of situation the organisation is facing
Thoughtful and creative solutions are proposed for the organisation
B
= 18-20
Sample comments Very good level of discussion of issues using a good range of analytical models. Some indicators of a B grade:
Good analysis of outcomes and consequences of the situation the organisation is facing
Good ideas are put forward for improvement
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Improvements are somewhat applied to the specific organisation
C
= 15-17
Sample comments: Some consideration of the issues and evaluation has been made; this could have been more detailed. Some indicators of a C grade:
The analysis needed to be deeper and more thought was needed
Improvements have some merit
D
= 12-14
Sample comments There is a basic grasp of the organisation’s issues and some evaluation. But you don't apply enough of the models and theories or apply well enough. Some indicators of a D grade:
There are some ideas put forward for the organisation
There is either no depth provided on any of them or no coherent link to the issues the organisation face
F
= 11 and below
Sample comments There has been no discussion of the issues and no evaluation Some indicators of an unsuccessful attempt:
General discussion – no emphasis on the organisation
No clear improvements given.
4. The presentation and structure of the report
A
= 7-10
Sample comments Extremely professional layout and formatting of your assignment. It is well-written and makes good use of diagrams and figures. Some indicators of an A grade:
Professional presentation
Clear focused structure
Uses headings and sub-headings well with a table of contents
Written in the right tone
Great use of diagrams and figures
References used to good effect and Harvard referencing consistently applied
B
= 6
Sample comments Your assignment is well written and well-presented. In the main it has a clear structure and the layout and presentation is good. Some indicators of an B grade:
Mostly professional presentation
Mostly clear structure that uses headings and sub-headings well with a table of contents for report navigation
Mostly written in the right tone
Good use of diagrams and figures
References used to good effect and Harvard referencing applied for the most part
C
= 5
Sample comments Your assignment is clear and there has been some attempts to make it professional. Some indicators of an C grade:
An effort has been made for professional presentation – but could be more polished
Structure is clear
Could have used more headings and sub-headings
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Needed to improve the tone
Some good diagrams and figures
References used to good effect but could improve the use of Harvard referencing
D
= 4
Sample comments The presentation of your assignment was average and there was an effort made to structure your report. Some indicators of an D grade:
Much more effort needed for professional presentation
Structure is not clear enough
Needed to use far more headings and sub-headings
Needed to improve the tone
Not enough diagrams and figures
Not enough references used and needed to apply Harvard referencing more fully
F
= 3 and below
Sample comments Your assignment needed a lot more work to improve its presentation and structure. You needed to clearly indicate the sections. Some indicators of an unsuccessful attempt:
Presentation was not at all professional
The structure was non-existent
No headings and sub-headings used
Inappropriate and/or disrespectful tone
None or one/two diagrams and figures
None or one/two references used and needed to apply Harvard referencing more fully
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7.2 University Generic Assessment Criteria
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 7
Level 7 is characterised by an expectation of students’ expertise in their specialism. Students are semi-autonomous, demonstrating
independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.
Mark Bands Outcome
Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)
Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills
Ch
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tud
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Ban
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90-100%
Achieves module outcome(s) related to
GLO at this level
Exceptional analysis of key issues/concepts/ethics with very clear originality and autonomy. Exceptional development of conceptual structures and argument making an exceptional use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency. Work pushes the boundaries of the discipline and may be considered for external publication
Exceptional analysis of key issues/concepts/ethics. Exceptional development of conceptual structures and argument, making consistent use of scholarly conventions. Exceptional research skills, independence of thought, an extremely high level of intellectual rigour and consistency, exceptional expressive/professional skills, and substantial creativity and originality. Exceptional academic/intellectual skills. Work pushes the boundaries of the discipline and may be considered for external publication
80-89%
Outstanding analysis of key issues/concepts/ethics with clear originality and autonomy. Outstanding development of conceptual structures and argument making an exemplary use of scholarly conventions. Demonstrates independence of thought and a very high level of intellectual rigour and consistency
Outstanding analysis of key issues/concepts/ethics. Very high level development of conceptual structures and argument, making consistent use of scholarly conventions. Outstanding research skills, independence of thought, a high level of intellectual rigour and consistency, outstanding expressive/professional skills, and considerable creativity and originality. Exemplary academic/intellectual skills
70-79%
Excellent analysis of key issues/concepts/ethics. Excellent development of conceptual structures and argument making excellent use of scholarly conventions. Demonstrates independence of thought and a high level of intellectual rigour and consistency
Excellent analysis of key issues/concepts/ethics. High level development of conceptual structures and argument, making consistent use of scholarly conventions. Excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/ professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality
60-69% Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions
Good analysis of key issues/concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions
50-59%
Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions
Satisfactory knowledge of key issues/ concepts/ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions
40-49%
A marginal pass in module outcome(s) related to GLO at this level
Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent
Basic knowledge of key issues/concepts/ethics in discipline. Generally descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.
30-39%
A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark
Limited knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and limited argument. Limited use of scholarly conventions.
Limited research skills impede use of learning resources and problem solving. Significant problems with structure/accuracy in expression. Team/Practical/ Professional skills not yet secure. Weak academic/ intellectual skills. Limited use of scholarly conventions
20-29% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available
Little evidence of knowledge of key issues/concepts/ethics in discipline. Largely descriptive, with little synthesis of existing scholarship and little evidence of argument. Little evidence of use of scholarly conventions.
Little evidence of research skills, use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/Practical/Professional skills virtually absent. Very weak academic/intellectual skills. Little evidence of use of scholarly conventions
10-19%
Inadequate knowledge of key issues/concepts/ethics in discipline. Wholly descriptive, with inadequate synthesis of existing scholarship and inadequate argument. Inadequate use of scholarly conventions.
Inadequate use of research skills, learning resources and problem solving. Major problems with structure/accuracy in expression. Team/Practical/Professional skills absent. Extremely weak academic/intellectual skills. Inadequate use of scholarly conventions
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1-9%
No evidence of knowledge of key issues/concepts/ethics in discipline. Incoherent and completely but poorly descriptive, with no evidence of synthesis of existing scholarship and no argument whatsoever. No evidence of use of scholarly conventions.
No evidence of use of research skills, learning resources and problem solving. Incoherent structure/accuracy in expression. Team/Practical/Professional skills non-existent. No evidence of academic/intellectual skills. No evidence of use of scholarly conventions
0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the
assignment brief (e.g.: answers the wrong question) and/or related learning outcomes
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8. Assessment Offences
As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected. You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Definitions of Assessment Offences
Plagiarism Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include:
directly copying from written work, physical work, performances, recorded work or images, without saying where this is from;
using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own;
rewording someone else’s work, without referencing them; and
handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include:
agreeing with others to cheat;
getting someone else to produce part or all of your work;
copying the work of another person (with their permission);
submitting work from essay banks;
paying someone to produce work for you; and
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allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include:
taking unauthorised material into the examination room;
inventing results (including experiments, research, interviews and observations);
handing your own previously graded work back in;
getting an examination paper before it is released;
behaving in a way that means other students perform poorly;
pretending to be another student; and
trying to bribe members of staff or examiners. Help to Avoid Assessment Offences
Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. You will be able to do tutorials on being honest in your work from the library and other support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism). You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences. All students in Cambridge and Chelmsford are also expected to submit their final work through Turnitin®UK as outlined above. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources which will help you develop your academic skills. Procedures for assessment offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.
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9. Learning Resources
9.1. Library
Lord Ashcroft International Business School [email protected]
Reading List Template – Anglia Ruskin University Library
Resources Notes
Key text Mullins, L.J. (2013) Management & Organisational Behaviour, Tenth edition. Pearson
We will draw heavily on this book. Students are advised to purchase a copy.
Books Bratton J, et al (2010) Work & Organisational Behaviour, Palgrave-Macmillan Bloisi, W (et al) (2003)Management and Organisational BehaviourMcGraw-Hill McShane & Von Glinov (2003), Organisational Behaviour, McGraw-Hill Wilson & Rosenfield (1999) Managing Organisations, McGraw-Hill Morgan, G (1997) Images of Organisations, Sage Schein, E (1997) Organisational Culture and leadership, Jossey-Bass Dawson, S (1996) Analysing Organisations, Macmillan Rollinson, et al (1998) Organisational Behaviour and Analysis, Addison-Wesley Hellriegel D, Slocum J.W & Woodman R.W (2002) Organisational Behaviour, South Western. Pugh, et al (1987 Writers on Organisation, Penguin Steer R, Porter L & Bigley G (1996) Motivation and leadership at work, McGraw-Hill Handy, C (1990) Understanding Organisations, Penguin
The bibliography is indicative in nature. The list is designed as a resource to help you find relevant material. You will also find other relevant books in the library.
Journals Organization Science Organization Studies Human Relations Research in Organizational Behavior Group and Organization Management Organization
It is important that you draw from material contained in academic journals. These are some relevant titles. Available in the Digital Library.
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Organizational Dynamics Journal of Organizational Behavior Management Group Processes and Intergroup Relations Group Dynamics: Theory, Research and Practice Journal of Organizational Change Management Culture and Organization Management Communication Quarterly Harvard Business Review Journal of Management Studies
Specific journal articles Specific relevant journal articles for each session will be made available on the VLE
These are key articles you should read in preparation for each session along with the relevant chapter(s) in the key text book These articles will be supplied to you within the VLE in digital format.
Additional notes on this reading list Eg. Additional reading in the form of journal articles will be recommended weekly for each session as described above. Link to the University Library http://libweb.anglia.ac.uk/ Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm
9.2. Other Resources
Articles and handouts will be given out during delivery of the module
10. Module Evaluation
During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. This is an extremely important process which helps us to continue to improve the delivery of the module in the future and to respond to issues that you bring to our attention. The module report in section 11 of this module guide includes a section which comments on the feedback we received from other students who have studied this module previously. Your questionnaire response is anonymous. Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to [email protected] at any time.
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11. Report on Last Delivery of Module
MODULE REPORT FORM
This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.
Module Code and Title: MOD001120 Organisational Behaviour
Anglia Ruskin Department: HOT
Location(s) of Delivery: Chelmsford, Int. Partners
Academic Year: 2012-2013 Semester/Trimester: 2
Enrolment Numbers (at each location): Chelmsford (13), Amity Singapore (33), FTMS Kuala Lumpur (6), KBU Malaysia (3), SAM Trinidad (84)
Module Leader: Christine Menges, Diane Keeble-Allen
Other Module Tutors:
Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A
detailed breakdown of marks will be available at the Departmental Assessment Panel.
Feedback from Students Briefly summarise student responses, including any written comments
6.1) What do you like best about this module? Interesting subject Module Delivery that is stimulating The opportunity to explore this aspect of the workplace and relate to other theories. the Lecturer 6.2) How could we improve this module? I don't think you can. Maybe narrow it down a bit? very wide subject. More class time 6.3) Is there anything else you would like to add? clearer refinements in what is required when producing the assignments
Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)
Module is well perceived by students
Developments during the current year or planned for next year (if appropriate)
Adjustment of the assignment brief to provide more clarity as to what is required
External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module
External examiner agreed with the marks
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Appendix 1: Re-Assessment Information
THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN THEIR FIRST SUBMISSION
The re-assessment for this module consists of one part:
Part Type of assessment Word or time limit
Submission dates
010 Individual assignment, report 3000 words
Resit period: 21st July, 2014
Part 010 – Assignment The assignment brief is the same as for the first submission (see page 7), but the following addition applies: For those students who have analysed their OWN organisation: You can still use your own organisation if you wish, but you have to submit a new assignment where you focus the analysis of your organisation on a different critical problem or issue(s) using different OB concepts, models and theories. Alternatively you can choose a (case) organisation. For those students who have chosen a (case) organisation: You need to choose a different organisation. You have to submit a new assignment analysing a different organisation, focusing on a different critical problem or issue(s) using different concepts, models and theories. The analysis should include discussion and evaluation of implications for the organisation with suggestions or proposed solutions.
Mark Learning Outcome
1 The degree to which the concepts have been explained and understood
30% 3.1, 3.2, 3.3, 3.4
2 The clarity of application
30% 3.1, 3.3, 3.4
3 The reasoning behind the evaluation
30% 3.1 3.3, 3.4
4 The presentation and structure of report
10% 3.1, 3.3
TOTAL MARKS 100%
