| Module Title | Organisational Behaviour |
| Module Code | 25-5029-00S (BTEC = 25-5H29-00S) |
| Semester of Delivery | See Module Information Table |
| Mandatory/Elective/Option | See Module Information Table |
| Level | 5 |
| Credit Points | 20 |
| Assessment Mode Weighting | |
|
30 % |
|
70 % |
| Pre-requisites | None |
| Co-requisites | None |
| Class Contact Hours | |
|
2.5 |
| Directed Learning | |
|
10 |
| Module Leader | Katherine Gardiner |
Sheffield Business School |
|
| Module Banding | A |
| Approval Status | Validated |
Rationale
Work does not take place in a vacuum but in the context of an organisation. All students thus need to understand how organisations behave and use this understanding to perform more effectively.
The module will begin with an overview of organisational behaviour, exploring the nature of work and employment, and the current trends and themes within organisational theory. The course will then explore key themes in organisational behaviour, inviting students to actively engage with the subject matter by addressing a range of dilemmas and challenges facing people in organisations today.
Summary of Aims
1 The key aim is to enable students to develop a critical appreciation of organisation and management and to relate this understanding to contemporary issues in organisations and society.
2 Students will be challenged to reflect on their own assumptions about work, organisation and management and to debate these issues with the tutors and with each other.
3 Students will be made aware of the range and complexity of internal and external influences upon organisation and develop their abilities in analysing and understanding organisational behaviour.
Anticipated Learning Outcomes
On completion of this module, students should be able to:
1 Understand the nature and importance of organisational behaviour as an academic discipline
2 Integrate key themes in organisational behaviour in order to develop a more sophisticated critical understanding of organisations in a complex, ambiguous, diverse and changing environment
3 Recognise and appreciate the challenges and practical aspects of organising and managing in organisations
4 Reflect upon their own assumptions with regard to organisational behaviour and management
5 Analyse organisational situations using relevant theory
Assessment Strategy
Students will be formally assessed in two ways. The coursework based assignment will require the student to explore the utility of applying key concepts and organisational theories to management practice and the behaviour of organisations based on their own limited work or organisational experience.
The unseen examination will test relevant knowledge covered in the indicative content and as assumed under the anticipated learning outcomes.
Assessment criteria
|
Assessment Criterion (where assessed) |
Level descriptors |
||||
|
Fail |
PASS |
2.2 |
2.1 |
First |
|
|
Exam & Assignment |
No relevant literature is included |
There is evidence of knowledge of theory albeit limited and though application to answering the question is sparse |
A reasonable knowledge of the literature and concepts are demonstrated although descriptive rather than analytical in places |
A good knowledge of the literature and concepts are demonstrated and applied to answering the question |
A excellent knowledge of the literature and concepts are demonstrated and applied to answering the question in a reflexive and insightful manner |
|
Exam & Assignment |
No attempt is made to relate theory to practice with either personal experience or case study examples |
There is some attempt to relate theory to personal practice and/ or knowledge of real world organisations, though not in much depth |
Personal experience and insight is included though is not always supported by or consistent with other evidence e.g. Cases, literature etc, with these differences remaining unexplored |
Personal experience and insight is included and supported by or consistent with other evidence e.g. Cases, literature etc |
Personal experience and insight is included and supported by or consistent with other evidence e.g. Cases, literature etc. Evidence of learning and reflexivity are provided |
|
Exam & Assignment |
There is no clear argument or logic to the work |
Some attempt at ordering and structuring the answer is evident, though limited to ordering of concepts rather than a clear line of argument |
Reasonably clear line of argument which shows that the student has considered the development of an argument though requires more explanation in places |
A clear line of argument which shows that the student has considered the development of an argument and has organised the material appropriately |
An extremely persuasive line of argument which shows that the student has considered the development of an argument and has organised the material appropriately and extensively |
|
Exam & Assignment |
No attempt is made to relate answer to other areas |
Reference is made to related topics although the issues go unexamined |
Relevant topics are brought in which are clearly relevant though conclusions from the synthesis are not clearly articulated |
Relevant topics are brought in which are clearly relevant and conclusions from the synthesis are clearly articulated |
Relevant topics are brought in which are clearly relevant and conclusions from the synthesis are clearly articulated, with inferences to broader themes included. |
|
Exam & Assignment |
No cases or research examples are used |
Some use of case study & research although their relevance is not spelled out |
Case study examples and research findings are brought in to illustrate relevant points though some evidence is omitted |
Case study examples and research findings are brought in to illustrate all relevant points in an effective manner |
Extensive case study examples and research findings are brought in to illustrate all relevant points in an accomplished & professional way |
BTEC Assignment Grid - Coursework
| Assessment Criteria | > 40% | 40-55% | 56-69% | 70% + |
| Provide answer to question set (a) 30% |
No clear answer given | Some evidence of a basic answer to the question which links with the preceding discussion | Good evidence of a clear and logical answer to question set | Well argued answer which manages to answer question as well as critique the assumptions within it |
| Attribute, compare, contrast & integrate theory (b) 20% |
Little or no theory used | Some theory is used to support key points in the argument; occasional evidence of comparison & contrast | Theories are compared and contrasted which demonstrate understanding of the complexity of the arguments | Tensions within the literature are identified, rigorously explored and resolved |
| Integrate theory with practice using examples (c)
20% |
Little or no attempt to support theory with examples | Occasional examples are used to illustrate arguments made | Examples are well used & integrated with theory | A full range of examples ie research case studies etc are used to fully support theory |
| Implications for theory & practice (d)
15% |
Implications of arguments not considered | Implications for theory and practice are implied/ briefly mentioned | Implications are explicitly considered and discussed | Implications for theory & practice are fully addressed |
|
Be appropriately referenced |
No referencing; numerous unattributed sources | Basic referencing system which is clearly presented | Reasonable range of references which demonstrate that several sources have been used | Thorough and rigorous referencing which demonstrates breadth of reading and supports the authority of claims made |
BTEC - Exam Assessment Criteria
| Assessment Criteria | > 40% | 40-55% | 56-69% | 70% + |
| Provide answer to question set (a) 40% |
No clear answer given | Some evidence of a basic answer to the question which links with the preceding discussion | Good evidence of a clear and logical answer to question set | Well argued answer which manages to answer question as well as critique the assumptions within it |
| Attribute, compare, contrast & integrate theory (b) 20% |
Little or no theory used | Some theory is used to support key points in the argument; occasional evidence of comparison & contrast | Theories are compared and contrasted which demonstrate understanding of the complexity of the arguments | Tensions within the literature are identified, rigorously explored and resolved |
| Integrate theory with practice using examples (c)
20% |
Little or no attempt to support theory with examples | Occasional examples are used to illustrate arguments made | Examples are well used & integrated with theory | A full range of examples ie research case studies etc are used to fully support theory |
| Implications for theory & practice (d)
10% |
Implications of arguments not considered | Implications for theory and practice are implied/ briefly mentioned | Implications are explicitly considered and discussed | Implications for theory & practice are fully addressed |
| Communicate clearly (e)
10% |
Poor presentation, difficult to understand or interpret | Functional presentation; sufficient to make arguments understood | Good presentation that facilitates discussion & argument | Excellent presentation that enables a wide range of complex arguments to be succinctly expressed |
The criteria for assessment of coursework and examinations will be derived from the anticipated learning outcomes. In general, however, each student will be assessed on their ability:
Teaching and Learning Strategy & Methods
Organisational Behaviour is a difficult and challenging subject area. It requires students to reflect on their assumptions about the nature of work and employment, drawing heavily on both theoretical rigour and practical relevance. A central requirement of students is that they are able to use theory to interrogate and interpret contemporary organisational practice, emerging with a synthesised understanding of organisational behaviour and analysis, which they can apply to other areas of their courses. To achieve this, the teaching and learning methods on this course will be biased towards active student participation and involvement with the issues involved. As a result, the teaching and learning methods will have several distinct features:
It is anticipated that:-
Students will be expected to undertake considerable directed reading throughout this module and will make use of the following resources:
Although it is important to separate out these themes for the purposes of precision and clarity, it should be stressed that the linkages and connections between the themes and issues is an essential part of the module.
Indicative Reading List
No single text will be sufficient for this course, due to the fact that organisational behaviour draws on a range of disciplines including sociology, economics, psychology and knowledge management. However, the following books provide a useful grounding in OB and constitute a useful starting point for student reading:
Morgan, G (1997) Images of Organization, 2nd Edition, Sage, London.
Fincham & Rhodes (1999). Principles of Organisational Behaviour.3rd Edition. Oxford .
Thompson, P. & McHugh, D. (1995). Work Organizations: A Critical Introduction. Macmillan, London
Rollinson, D. Broadfield, A., Edwards, D.J. (1998). Organisational Behaviour and Analysis. An Integrated Approach. Addison-Wesley.
McKenna, E. (2000). Business Psychology and Organisational Behaviour. 3rd Edition. Psychology Press, East Sussex.