Organisational Development
| Module title | Organisational Development |
|---|---|
| Module code | BEM3051 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Allan Lee (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
Module description
This module introduces students to the techniques and practices of organisational development. It explores ways in which organisations can develop in order to achieve improved performance by drawing on social psychology to understand how to maximise the potential of employees and ensure they are aligned with organisational objectives. It builds on concepts found in organisational behaviour and human resource management and would particularly appeal to students who anticipate taking on a managerial, consultancy or human resource focused career or with an interest in organisational change and change management.
Pre-requisites: BEM2020 Organizational Behaviour and BEM2021 Human Resource Management
Module aims - intentions of the module
This module aims to:
- introduce students to techniques of organisational development, exploring change through the management and development of individuals
- develop students’ understanding of the complexity of managing and influencing people
- provide students with practical ideas and techniques to assist in developing organisations
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. explain the practical ways in which individuals and organisations can be developed;
- 2. explain how to connect development objectives to the organizations strategic aims;
- 3. assess the importance of employee/employer relationships through a range of conceptual frameworks including the psychological contract and trust.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. explain the design of effective managerial interventions;
- 5. assess the effectiveness of managerial practices;
- 6. explain the implications and value of social psychology perspectives for a range of activities relating to business, work and organizations;
- 7. apply theory to support and challenge practical organizational development issues.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. apply practical problem solving skills to real-world organizational challenges;
- 9. research and study independently.
Syllabus plan
- Introduction to social psychological perspective to understanding organisational development and the achievement of objectives. How strategic aims of an organization translate to employees through leadership.
- Leadership and Leadership development – the importance of leveraging leadership to achieve the organisations objectives. Theories of leadership and critical analysis. Practical application and leadership development techniques
- Relationships at work – leveraging employees through positive relationships – leader-member exchange theory (LMX), teams and co-worker relationships, psychological contract, psychological safety and trust
- Motivation of employees – how to get employee motivated to meet their potential – topics such as job design, self-determination, justice, pro-social. Links to previous lectures (i.e. leadership).
- Exploring major challenges facing organisations and organizational development and how these may be tackled e.g., diversity, aging workplace, virtual working, organizational scandals.
- Revision and consolidation
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 27 | 123 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 22 | 2 hour lectures weekly / 11 weeks |
| Scheduled Learning and Teaching Activity | 5 | 1 hour seminar / fortnightly |
| Guided Independent Study | 123 | Reading, research, reflection; Preparation for lectures, tutorials and assessments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Regular verbal feedback on in-class on discussion and participatory activities | Throughout lectures and seminars | 1-9 | Verbal feedback to individual students and groups |
| Online question and answers | Throughout course using online platform | 1-9 | Correct answers provided with explanation |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 50 | 50 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Individual written assignment | 50 | 2000 words | 1-5,8,9 | Written |
| Examination | 50 | 2 hours | 1,3,6,7 | Generic feedback via ELE |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Individual written assignment (50%) | Individual Written Assignment (2000 words, 50%) | 1-5,8,9 | Summer reassessment period |
| Examination (50%) | Examination (2 hours, 50%) | 1,3,6,7 | Summer reassessment period |
Indicative learning resources - Basic reading
Basic Reading:
Woods SA, West MA. (2014) The psychology of work and organizations. Cengage Learning EMEA
Robbins and Judge (2015) Organizational Behaviour. 16th Edition. Pearson.
Selected References:
Gurtner, A., Tschan, F., Semmer, N. K., & Nägele, C. (2007). Getting groups to develop good strategies: Effects of reflexivity interventions on team process, team performance, and shared mental models. Organizational Behavior and Human Decision Processes, 102(2), 127-142.
Henderson, D. J., Liden, R. C., Glibkowski, B. C., & Chaudhry, A. (2009). LMX differentiation: A multilevel review and examination of its antecedents and outcomes. The leadership quarterly, 20(4), 517-534.
Humphrey, S. E., Nahrgang, J. D., & Morgeson, F. P. (2007). Integrating motivational, social, and contextual work design features: a meta-analytic summary and theoretical extension of the work design literature.
Wayne, S. J., Shore, L. M., & Liden, R. C. (1997). Perceived organizational support and leader-member exchange: A social exchange perspective. Academy of Management journal, 40(1), 82-111
Epitropaki, O., Kark, R., Mainemelis, C., & Lord, R. G. (2016). Leadership and followership identity processes: A multilevel review. The Leadership Quarterly.
Grijalva, E., Harms, P. D., Newman, D. A., Gaddis, B. H., & Fraley, R. C. (2015). Narcissism and leadership: A meta-analytic review of linear and nonlinear relationships. Personnel Psychology , 68 (1), 1-47
Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: a qualitative and quantitative review. Journal of applied psychology,87(4), 765.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | BEM2047 and BEM2021 |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 08/03/2017 |
| Last revision date | 09/03/2021 |
