5OB_Syllabus_Oct13

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Unit Title:Organisational BehaviourUnit Reference Number:H/502/4794Guided Learning Hours: 160

Level:Level 5Number of Credits: 18

Unit objective and aim(s):This unit aims to give learners a comprehensive understanding of:

the importance of organisational behaviour

the individuals contribution to the organisation

motivation theories and job design

job satisfaction and dissatisfaction

groups in organisations

leadership theories

conflict and conflict resolution

communication processes

Learning Outcome 1The learner will: Understand the importance of organisational behaviour in successfully

managing a dynamic environment.

Assessment CriteriaThe learner can:

Indicative Content

1.1 Compare the primaryroles, functions andactivities of different

management levelsincluding their interfacewith organisationalbehaviour.

1.1.1 Identify the primary roles, functions and activities ofdifferent management levels. Apply this to top, middle and firstline management and consider the skills needed for each.

1.1.2 Discuss the concept of organisational behaviour and itsinterface with management. Review the various influences onbehaviour in organisations and the interface with managementin integrating and balancing these.

1.2 Explore the conceptsof organisation andbehaviour and explain thecharacteristics oforganisational culture.

1.2.1 Define organisationand behaviour. Define anorganisations goals and characteristics. Define behaviourinterms of people, the processes of management, theorganisational context, organisational processes andenvironmental interactions.

1.2.2 Explain the characteristics of organisational culture andidentify four main types. Consider the meaning, origins andcharacteristics of culture. Discuss, with examples, the natureof organisational culture. Explain the four cultural types(Handy) together with rational and excellence models (Petersand Waterman). Explain the link between organisationalculture and organisational climate. Specify the characteristicsof a healthy/unhealthy climate. Discuss the importance ofculture in successful organisations.

1.2.3 Develop an awareness and understanding of the variousways in which behaviour is influenced in organisations.Examine the syllabus approach to Organisational Behaviourincluding an overview of individual, interpersonal, group andorganisational processes and the integrating role of


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management. Students (either singly or in groups) shouldconsider and report on the psychological contract at work interms of their expectations of the organisation and theorganisations expectations and requirements of them.

Learning Outcome 2The learner will: Understand the individuals contribution to organisational behaviour and

performance by recognising the importance of personality, perception,attitudes and learning.


Indicative Content

2.1 Identify individualcontribution and assessalternative approaches topersonality and itsmeasurement.

2.1.1 Identify the individuals contribution to the organisationand the factors affecting behaviour. Underline the need forbalance between the potentially conflicting advantages ofindividuality and the need for co-operation and conformity withorganisational objectives. Identify the source of individualdifferences and its significance for management, motivation andchange.

2.1.2 Compare and contrast the various approaches topersonality. Encourage students to identify the criteria that

differentiate personality, e.g. gender/traits/abilities/physique/motivation/attitudes/development. Explore the dynamics andinteraction of these factors and the influence of early social,cultural, educational and family experiences as well as moreeducational ones and recent work. Consider and contrast themajor psychoanalytical and traits approaches to personality andsummarise how they apply to organisational behaviour e.g. thedefence mechanisms of Freud.

2.1.3 Recognise the major difficulties in studying personality.Look at the inability to observe directly and weaknesses ofassessment.

2.1.4 Examine the various measures of personality. Look atJung, Cattell, Steers and Eysenck as well as self measurement.

2.2 Explain the process ofperception and anydistortions that may arise.

2.2.1 Explain the process and principles of perception and theproblems and distortions that may arise. Explore the process ofperception and its key principles. Students should look atexamples of the factors that affect our perception and applythem to interpersonal perceptions in the work situation.Consider the importance of attribution of characteristics andhow individuals judge behaviour and intentions. Underline theimportance of communication (the importance of verbal and nonverbal signals). Recognise the main sources in perceptual

distortion. These would include: selectivity; stereotyping; thehalo effect; labelling, and perceptual defence. Look at internal


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and external locus of control.

2.3 Examine the concept

of attitudes and theproblems of attitudechange including solutionslike the learning processand its key theories.

2.3.1 Examine the significance of attitudes, their formation,

functions and measurement. Distinguish the meaning ofattitudes and their functions for individuals. Students, eithersingly or in small groups, should exploretheir own attitudes asdistinct from values or beliefs. They might classify them usingKatzs knowledge, expressive, instrumental and ego-defensivefunctions. Groups should consider the implication of sharedattitudes at work. Consider the role and effectiveness of attitudesurveys.

2.3.2 Explain the principles and problems associated withattitude change and recognise the impact of behavioural issueson attitudes. Identify the process involved in attitude changeand the key variables that apply. Consider the characteristics ofthe change agent, presentation and implementation factors,audience characteristics, group influences and perceptions oflikely outcomes. Recognise the link between attitudes andlearning as well as perception.

2.3.3 Identify the internal and external factors relevant to thelearning process. Compare classical and operant conditioning.

Appreciate the internal and external factors relevant to theprocess of learning. Compare classical conditioning, operantconditioning and behaviour modification.

2.3.4 Examine chain and cyclical theories of learning andconsider their effectiveness. Examine the chain of learning(Gagne), the learning cycle (Kolb) and consider theireffectiveness. Apply these learning concepts and recognise theimportance of a learning culture. Recognise that learning mightbe cross referenced with the communication process.

Learning Outcome 3The learner will: Understand motivation, the various content and process theories and their

implications for management, and job re-design approaches to improvemotivation.


Indicative Content

3.1 Compare and contrastneed theories, behaviouralmodels and processapproaches.

3.1.1 Define motivation and examine early developments. Useexperience at work/in class to develop a simplified modelincluding needs/expectations, driving force/behaviour,achievement of desired goals and resulting fulfilment, andfeedback loop. Examine what early theorists had to say (or didnot say) about motivation.

3.1.2Analyse individual behaviour through need theories

(Maslow, McClelland, Alderfer), motivation and hygiene(Herzberg) and other behavioural models (McGregor, Schein).


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Identify needs and expectations in intrinsic/extrinsic/socialterms. Classify and critically examine the main contenttheories and their explanation of what motivates workers.

3.1.3 Compare and contrast content with process theories,including expectancy, equity and goal setting approaches.Examine the mainprocess theoriesof motivation and theirexplanation of the actual process of motivation. Give particularattention to: expectancy models of Vroom, Porter and Lawler;equity theory of Adams; goal theory of Latham and Locke.Encourage students to represent these processesschematically.

3.2 Examine the problemsof motivation and theimplications for

management of thedifferent theories.

3.2.1 Discuss the implications for management of differenttheories (including job design). Consider the implications ofmotivation theory for leadership and managing people

effectively. Relate motivation to different levels of themanagerial hierarchy and how the theories might be applied inpractice.

3.2.2 Analyse the problems of motivation and the links to jobsatisfaction, morale and effectiveness. Provide examples ofeffective and ineffective motivation and consider the reasonsfor the outcome. Recognise and explore overlaps with otherparts of the syllabus.

3.3 Explain the mainapproaches and recentdevelopments in improving

job design.

3.3.1 Examine the main approaches to improve job designand the principles involved. Define the term job design andunderline its importance to job satisfaction and performance.Distinguish between the basic methods of job rotation, jobenlargement and job enrichment. Develop a model of jobenrichment using core job dimensions to produce criticalpsychological states and desired outcomes. Assess theeffectiveness of job content approaches.

3.3.2 Consider recent developments in the re-designing of theworking environment. Students, either singly or in groups,should widen their perception of job design to employeeparticipation/involvement, flexible working arrangements; selfmanaged groups; multi-skilling, tele-working, quality circlesand empowerment, and comment on these. Other valuabletasks would involve specifying the characteristics of asatisfying job and the organisational context in which such

jobs should be developed e.g. personnel and paymentpolicies. Assess the nature/importance of a quality working lifeand practical ways forward in securing a satisfied and highperforming worker.

Learning Outcome 4The learner will: Understand about job satisfaction and its relationship to job performance

together with stress, frustration reactions and the necessary managementaction to overcome them.


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own experience of stress at work and at college to their studies.

Learning Outcome 5The learner will: Understand the nature, skills, significance and effectiveness of groups in

organisations.

Assessment Criteria

The learner can:

Indicative Content

5.1 Distinguish formal andinformal groups and theireffects on behaviour.

5.1.1 Explain the nature of a group and distinguish formal andinformal types. Define the nature and organisational importanceof groups and their key characteristics. Reflect on the groups

individuals belong to, why they join and how the groupinfluences them. Students should be encouraged to considertheir own membership of groups both at work, at college andsocially. They should report back on their reactions to workingin a group, rules and norms that might apply in these situationsand the factors that make for cohesive and high or lowperforming groups. Reference should be made to factors suchas membership, group awareness and perceptions, sharedvalues/sense of purpose, interaction and interdependence aswell as a capability for unified action.

5.2 Identify the key

characteristics andfunctions of effectiveworkgroups and theprocess of groupdevelopment.

5.2.1 Explain the process of group development and its impacts

on individual behaviour. Explain the patterns of formal andinformal groups within organisations and the reasons for theirformation. Recognise the stages in group development:forming, storming, norming and performing.

5.2.2 Identify the key characteristics of effective and ineffectiveworkgroups (e.g. norms, cohesion, conformity, synergy anddeviance). Refer back to Mayo and the Hawthorne studiesregarding the importance of group norms and values. Considerthe acquisition of norms and their role and purpose.Systematically analyse the factors leading to groupcohesiveness and performance. Explain each element andconsider the process of group development.

5.2.3 Identify the task and maintenance functions that effectiveworkgroups fulfil. Produce a star chart and discuss the factorsinfluencing group behaviour. Identify the general functions thatgroups perform for both the formal organisation and theindividual within the group. Distinguish between Scheins taskand maintenance functions performed by the group in thebuilding and performance of effective teams.

5.3 Examine the roles orskills associated witheffective teams and

explore the nature of teamspirit.

5.3.1 Use the work of Belbin to examine the roles/skillsessential for effective team performance. Use the Belbintypology to consider the membership of effective teams and the

key roles and skills to include. Recognise the characteristicsand contribution of each of the nine roles. Consider whether


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groups produce better decisions and summarise the factors thatdetermine effective groups.

5.3.2 Discuss the nature of team spirit and the characteristics

associated with effective and ineffective teams. Investigate thenature of team spirit in organisations by using the analogy of asports team. Relate team spirit to the concept of moraleconsidered in Learning Outcome 4. Summarise thecharacteristics of effective and ineffective groups.

Learning Outcome 6The learner will: Understand leadership theories and examine the key variables that

determine the effectiveness of leadership in practice.


Indicative Content

6.1 Distinguish leadershipfrom management and theexercise of power asdistinct from authority.

6.1.1 Define leadership and compare and contrast the idea ofleadership with that of management. Identify the role ofleadership, making clear the similarities and differences withmanagement. Utilise the hard and soft Ss in Watsonsorganisational framework to assist this distinction.

6.1.2 Explain the nature of leadership and the exercise of powerand authority. Outline the sources of both power and authority

in the leader-subordinate relationship and the nature of thisrelationship. Produce examples of power/authority in action.

6.2 Compare and contrastleadership theories basedon traits, styles andsituation.

6.2.1 Compare and contrast leadership theories based on traitsand styles. Establish a framework for analysing leadership andconsider the nature, strengths and weaknesses of the variousapproaches: traits; functional; behavioural; style; contingency.The continuum of leadership behaviour should be explored insome depth with consideration of the factors determining thegiven leadership style.

6.2.2 Examine situational theories including contingency and

path-goal models. The situational approach should bethoroughly treated considering: Fiedlers model of theleadership situation; situational leadership (Hersey andBlanchard); path-goal theory (House); normative leadershipmodel (Vroom).

6.3 Explain the variablesdriving leadershipeffectiveness.

6.3.1 Summarise the variables affecting leadershipeffectiveness. Students, either singly or in groups should beencouraged to distil the key functions of the leader and provideexamples of each from their own work or social experience.They could report to the rest of the group on their analysis ofeffective and ineffective leaders of whom they had experience.


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Learning Outcome 7The learner will: Understand the nature of conflict and various approaches to securing conflict

resolution.


Indicative Content

7.1 Explain the nature andcauses of conflict betweenindividuals, groups and theorganisation.

7.1.1 Explain the nature and types of conflict betweenindividuals, groups and the organisation. Classify types ofconflict and its positive and negative outcomes.

7.1.2 Examine the causes of conflicts. Identify and explain theprimary sources or causes of conflict at the individual, groupand organisational levels.

7.2 Examine the role ofleaders/ managers inmanaging conflict andidentify strategies ortechniques for its resolution.

7.2.1 Explain the role of the manager in the management ofconflict and its positive and negative implications. Focus onthe importance of managing conflict, avoiding its harmfuleffects and channelling it in positive directions. Review theconflict handling strategies (Thomas).

7.2.2 Identify different strategies for resolving conflictincluding interpersonal techniques. Discuss alternativestrategies to deal with conflict, drawing on materialconsidered in previous lectures. Consider a variety of

strategies including some of the following: reconciling goalsand objectives; clear definition of roles; changing situationalfactors; various procedures for conflict resolution e.g.disciplinary procedures/appraisal/arbitration and mediation;non-monetary rewards e.g. job design/flexible working/perks;develop group and interpersonal skills through training;leadership style e.g. participative and supportive; improvegroup effectiveness and overall organisation; balance socialand technical systems.

7.3 Identify specific conflictsituations and compare

alternative proceduralarrangements for preventingor reducing conflict.

7.3.1 Recognise specific conflict situations and compare andcontrast alternative procedural arrangements for reducing or

resolving conflicts. Conflict situations may be betweendifferent workers (e.g. over role or lack of communication), orworkers and supervisors (e.g. conflicting goals), or workersand the organisation itself (e.g. over pace of change).Procedural arrangements include negotiation, third partymediation/conciliation/arbitration, disputes procedures.

Learning Outcome 8The learner will: Understand formal and informal communication processes and networks,

and examine the potential barriers to effective communication.


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Indicative Content

8.1 Examine the nature and

importance of formal andinformal communication andcommunication processes inorganisations.

8.1.1 Examine the nature and scope of communication in

organisations. Recognise its characteristics and importance tomanagement. Explain the communication process and theuse of verbal communication and non-verbal behaviours.Form a multi-perspective model of the process and discusseach element and its significance.

8.1.2 Specify and evaluate the main forms of communication:written (e.g. text, reports, figures, e-mail); oral (e.g. meetings,team briefings); non-verbal (e.g. voice, physical distance,body language).

8.1.3 Demonstrate understanding of formal and informalcommunication within and between organisations and the

techniques to improve them. Consider the effectiveness ofvarious organisational channels/structures/networks forcommunicating information. Evaluate how the manager canbest improve the effectiveness of communications. Outlinealternative informal communication networks (grapevine)within groups and their impact on effectiveness.

8.2 Compare group networksand recognise theimportance to managementof networking.

8.2.1 Compare alternative patterns of group communication(networks) and consider the meaning and importance tomanagement of networking. The concept of networkingshould be thoroughly explored in terms of its meaning andimportance. Students should be encouraged to consider whoshould be included in such networks and why. Comparisonsmight be made with their own networks of contacts.

8.3 Analyse barriers toeffective communication andtechniques to reduce them.

8.3.1 Analyse the various barriers to effective communication.Identify organisational/semantic/perceptual barriers tocommunication: imprecise objectives, poor organisation,receptivity, relationships, perceptions, receiver assumptions,distortion, noise, jargon, filtering etc. Students, either singly orin groups, should be encouraged to look at communicationbarriers in their own workplace and college. They shoulddevelop strategies to improve the communication processesand report back to the rest of the group.

Assessment:

Assessment method: written examination (unless otherwise stated).

Written examinations are of three hours duration.

All learning outcomes will be assessed.

Recommended Reading:

Organisational BehaviourABE Study Manual.

Please refer to the Tuition Resources section of the Members Area of the ABEwebsite (www.abeuk.com)for further recommended reading.
http://www.abeuk.com/http://www.abeuk.com/http://www.abeuk.com/http://www.abeuk.com/


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5OB_Syllabus_Oct13

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