General Information
This subject provides an overview of concepts and processes central to understanding and managing behaviour in organisations and a foundation for subsequent subjects in the Bond Business School EMBA program. The self, motivation, empowerment, teams, power and conflict and related topics are critically examined. This theoretical and practical knowledge provides the necessary analytical frameworks for you to reflect on past experiences and enable your continued professional development.
-
Details
Academic unit: Bond Business School Subject code: EXEC71-011 Subject title: Understanding Self and Others Subject level: Postgraduate Semester/Year: September 2018 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Intensive Workload items: - Seminar: x8 (Total hours: 36) - Seminars 1 to 4 (4hr per session Intensive Mode)
- Personal Study Hours: x12 (Total hours: 84) - Recommended study time & reviewing materials
Attendance and learning activities: Subject delivered in intensive mode (Week 15 Mon to Thur). Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. -
Resources
Prescribed resources: Books
- Stephen P. Robbins,Timothy A. Judge Essentials of Organizational Behavior, Global Edition. 14th, Pearson
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | EXEC71-011 |
| Subject title: | Understanding Self and Others |
| Subject level: | Postgraduate |
| Semester/Year: | September 2018 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Subject delivered in intensive mode (Week 15 Mon to Thur). Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Demonstrate advanced, integrated knowledge of the theory and practice related to behaviour in organisations (e.g. the self, motivation, groups and teams, culture, power, conflict, leadership).
- Evaluate multiple aspects of organisational performance using appropriate theories and methods of data analysis.
- Demonstrate the ability to reflect on personal experience relative to the subject material, critically assess one’s thoughts and actions and develop insights to positively affect one’s knowledge, skills and/or attitudes.
- Articulate ideas, decisions, recommendations and other information in a clear, concise writing style appropriate for the intended purpose and audience.
- Deliver a clear, concise, well-organised presentation appropriate for the intended purpose and audience.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
-
Assessment details
Type Task % Timing* Outcomes assessed *Class Participation Preparation and participation 10% Ongoing 1,2,3,4,5 Essay Reflective learning essay. 25% Ongoing 1,2,3,4 Presentation In class presentation 15% In Consultation 1,2,5 Project Organisation behaviour analysis project. 50% In Consultation 1,2,3,4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
-
Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| *Class Participation | Preparation and participation | 10% | Ongoing | 1,2,3,4,5 |
| Essay | Reflective learning essay. | 25% | Ongoing | 1,2,3,4 |
| Presentation | In class presentation | 15% | In Consultation | 1,2,5 |
| Project | Organisation behaviour analysis project. | 50% | In Consultation | 1,2,3,4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Materials which are required reading will be provided to students either prior to or during seminars. As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Subject curriculum
-
Introduction
An overview of the subject, an introduction to its central themes and a preview of how we will approach them.
-
Epoch Times
Review of recent period of social change often referred to as the shift from modernity to liquid modernity, more recently referred to as the 4th industrial revolution, and its impact organizations and broader social systems.
-
The innovation of innovation
A review of why innovation is so important in liquid modern times (today’s organizations) and how organizations are facilitating innovation and the production of new knowledge and skills.
-
Assessing and Developing The Self
Critically examines concepts pertaining to the “self” including conceptualisations of identity, values, personality, attitudes, perception and related concepts.
-
Motivation at Work
An overview of current theory and evidence regarding motivation in work contexts. Critically reviews contemporary theories and best practices for directing and maintaining effort.
-
Teams at teamwork and empowerment
Compares the characteristics of groups and teams and the distinguishing definitions of each. Considers the proliferation of teams in organisations and the individual and collective implications. Examines concepts and models that underlie effective team development and team effectiveness. Explores the concept of empowerment and the implications for leadership, teamwork, management and organisations.
-
Culture, deep structure and learning how to relearn
Theoretical and practical demonstration on how culture both enables and constrains the thinking and behavior of people – how it impacts learning and the ability to relearn.
-
Power in Organisations
A discussion on the nature and use of power in organisations and the various ways that power is conceptualised. Practical strategies for increasing and ethically using power are also considered.
-
Conflict in Organisations
Defines conflict and introduces frameworks to examine the levels, types and outcomes of conflict in organisations. Concludes with an overview of ways to effectively address conflict.
-
Leadership and Strategic Thinking in Organisations
Reviews the evolution of approaches to understanding leadership and examines current conceptualisations in depth and the relevance to modern organisations.