Description
This activity requires students to reflect back on their experience of planning, designing and delivering the facilitation workshop. They should consider which aspects they found particularly challenging and why this might have been the case and connect their thinking to unit content – i.e. theories and concepts (please note that all theories and concepts should be referenced appropriately using citations). Students might consider how they as individuals or their group members might have improved on overall outcomes? Which aspects did students find particularly rewarding or useful and why this might have been the case. Reflections connecting to unit content (i.e. theory and concepts) will score highly whereas superficial descriptions will score poorly. Thus, for example, students may wish to consider how themes relating to personality and perception or decision making impacted on their experience of running the facilitation. Other themes relating to group dynamics such as ‘team development models’ may also have impacted and can be reflected upon in the essay.The reflection should be in the range of 1000 words (+/-10%) (excluding references but including in- text citations).There is no specific/ minimum requirement for the number of references but all concepts and theories should be cited appropriately using Chicago 17B reference style.
Unformatted Attachment Preview
MGMT5007 assessment 2 self reflection
marking rubric: 20%
Perspective: Selfreflection (40%)
Exceeds
expectations High
(Distinction)
80% or above
Demonstrates deep
personal insight into
own reactions and
experiences.
Discusses
own
thoughts
and
behaviours in relation
to interaction with
others in a mature
and
constructive
fashion e.g. where
challenges have been
encountered
understands relevant
dynamics
and
influences. May be
critical
of
own
behaviour and the
behaviour of others
but
takes
responsibility for own
actions, experiences
and
thoughts.
Criticism
demonstrates high
level of analysis and
insight.
Exceeds
expectations
(Distinction)
70-79%
Demonstrates strong
personal insight into
own reactions and
experiences.
Discusses own
thoughts and
behaviours in
relation to
interaction with
others in a mature
and constructive
fashion in most parts
though some minor
areas could have
been developed or
examined further.
May be critical of
own behaviour and
behaviour of others
and demonstrates
strong insight and
analysis but with
some elements of
description.
1
Meets expectations
(Credit)
60-69%
Meets expectations
(Passs)
50-59%
(significantly below
expectations (Fail)
0-49%
Demonstrates
satisfactory insight
into own reactions
and experiences.
Discusses own
thoughts and
behaviours in
relation to
interaction with
others but several
parts of the response
need further
reflection and
analysis rather than
description.
May be critical of
own behaviour and
behaviour of others
and demonstrates
some insight and
analysis but this
needs further
examination.
Demonstrates
satisfactory insight
into own reactions
and experiences
although several
areas need to be
developed further or
may be descriptive.
Tends towards a
description of actions
rather than thoughts,
with limited analysis
of connections
between own
behaviour and that of
others. Shows little
critical analysis of
own behaviour but is
able to demonstrate
insight on some
themes, e.g. with
respect to
personality or topic
of team formation.
May take
responsibility for
some challenges but
for others tends to
look outward.
Demonstrates little
insight into own
reactions and
experiences. Tends
towards simple
description of events.
There may also be
areas of
misunderstanding.
Even while some
interesting points are
raised they need to
be developed
significantly. Very
little critical analysis/
reflection with
limited evidence of
recognizing own
responsibility for
actions/outcomes.
MGMT5007 assessment 2 self reflection
marking rubric: 20%
Discipline
knowledge;
understanding of
course content (40%)
Demonstrates a clear
and explicit
connection with
course content i.e.
connecting own
behaviours and
behaviours of others
with relevant theory
e.g. personality
theory, perception,
motivation, team
dynamics etc.
Refers to course
content and concepts
where explicitly
relevant but could
have drawn on other
ideas to add further
depth. Shows a
robust understanding
of course content
used though in some
areas may have been
explained further.
Makes some
reference to course
content but here and
there suggests a
tendency to be
superficial and/or
may show errors in
understanding.
Overall, however,
shows a good
understanding of
relevant concepts.
Limited use of course
content, for the most
part suggests
description. Where
course content is
used may be some
errors or superficial
use although is
aware of key issues.
Answer would
benefit from more
depth.
Style of writing
(15%)
Style of expression is
clear with minimal
errors in grammar
and structure.
Style of expression
needs attention, may
have grammatical
errors with lack of
clarity in some minor
parts.
Style of expression
needs attention,
grammatical errors
and limitations in
readability/coherenc
e of arguments.
References (5%)
All references to
course content are
appropriately cited
using Chicago 17.
Style of expression is
clear for the most
part though some
minor areas need
further development.
Grammatical and
stylistic errors
relatively minor.
Good use of citations
in an accurate
fashion using Chicago
17.
Minimal use of
citations with some
errors. Or
appropriate use but
in a limited fashion.
Minimal use of
citations with many
errors.
2
Needs greater use of
course content and
concepts, some
concepts may be
included but needs
much more depth.
There may also be
areas of
misunderstanding.
Even while some
interesting points are
raised they need to
be developed
significantly. Very
little critical analysis
with limited evidence
of recognizing own
responsibility for
actions/outcomes.
Style of expression is
very limited with
extensive
grammatical errors
and problems with
readability/coherenc
e
No references or
where they are used
are used incorrectly.
Organisational Behaviour
9th edition
Chapter 7
Motivation: from concept to
application
Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781488620683 / Robbins / Organisational Behaviour, 9e
Learning objectives (1 of 2)
7.1 Describe the three key elements of motivation.
7.2 Compare the early theories of motivation.
7.3 Describe and be able to apply the major elements of
each contemporary theory of motivation.
7.4 Describe how the job characteristics model motivates by
changing the work environment.
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Learning objectives (2 of 2)
7.5 Compare the main ways jobs can be redesigned.
7.6 Explain how specific alternative work arrangements can
motivate employees.
7.7 Describe how employee involvement measures can
motivate employees.
7.8 Demonstrate how the different types of variable-pay
programs, flexible benefits and intrinsic rewards can
increase employee motivation.
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9781488620683 / Robbins / Organisational Behaviour, 9e
Introduction
• There are many different ways to keep employees
motivated in the workplace.
• While pay is a central means of motivation, working
conditions and benefits matter too.
• The process of motivating employees is complex, and
employees now expect greater flexibility and other work
benefits to suit their lifestyles and family obligations.
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9781488620683 / Robbins / Organisational Behaviour, 9e
Defining motivation
• Motivation is the processes that account for an individual’s
intensity, direction and persistence of effort towards
attaining a goal
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9781488620683 / Robbins / Organisational Behaviour, 9e
Early theories of motivation (1 of 2)
• Hierarchy of needs theory
– Five original needs
1. Physiological
2. Safety/security
3. Social-belongingness
4. Esteem
5. Self-actualisation
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Exhibit 7.1
Maslow’s hierarchy of needs
Source: Based on H. Skelsey, ‘Maslow’s hierarchy of needs—the sixth level’, Psychologist 27,
December 2014, pp. 982–3.
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9781488620683 / Robbins / Organisational Behaviour, 9e
Early theories of motivation (2 of 2)
• Two-factor theory
– Relates intrinsic factors to job satisfaction and
associates extrinsic factors with dissatisfaction
– Hygiene factors
• McClelland’s theory of needs
– Three important needs
▪ Need for achievement (nAch)
▪ Need for power (nPow)
▪ Need for affiliation (nAff)
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Exhibit 7.2
Comparison of satisfiers and dissatisfiers
Source: Based on ‘Comparison of satisfiers and dissatisfiers’, Harvard Business Review, an exhibit from
One More Time: How Do You Motivate Employees? By Frederick Herzberg, January 2003. Copyright ©
2003 by the Harvard Business School Publishing Corporation. All rights reserved.
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 7.3
Contrasting views of satisfaction and dissatisfaction
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9781488620683 / Robbins / Organisational Behaviour, 9e
Contemporary theories of motivation
(1 of 5)
• Self-determination theory
– People prefer to feel they have control over their
actions, so anything that makes a previously enjoyed
task feel like an obligation will undermine motivation.
– Self-concordance
• Goal-setting theory
– Specific and difficult goals, with feedback, lead to
higher performance.
– Goals are powerful in shaping behavior.
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9781488620683 / Robbins / Organisational Behaviour, 9e
Contemporary theories of motivation
(2 of 5)
• Self-efficacy theory
– An individual’s belief that they can perform a task
– Four ways of increasing self-efficacy:
▪ Enactive mastery
▪ Vicarious modelling
▪ Verbal persuasion
▪ Arousal
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 7.4
Joint effects of goals and self-efficacy on performance
Source: Based on E.A. Locke and G. P. Latham, ‘Building a practically useful theory of goal-setting and
task motivation: a 35-year odyssey’, American Psychologist, September 2002, pp. 705–17.
Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781488620683 / Robbins / Organisational Behaviour, 9e
Contemporary theories of motivation
(3 of 5)
• Reinforcement theory
– Behaviour is a function of its consequences
– Operant conditioning theory
– Behaviourism
– Social-learning theory
▪ Attentional processes
▪ Retention processes
▪ Motor reproduction processes
▪ Reinforcement processes
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9781488620683 / Robbins / Organisational Behaviour, 9e
Contemporary theories of motivation
(4 of 5)
• Equity theory/organisational justice
– Employees compare their outcome–input ratio with that
of relevant others
– Four referent comparisons
▪ Self-inside
▪ Self-outside
▪ Other-inside
▪ Other-outside
– Different types of justice
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 7.5
Model of organisational justice
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9781488620683 / Robbins / Organisational Behaviour, 9e
Contemporary theories of motivation
(5 of 5)
• Expectancy theory
– The strength of a tendency to act in a certain way
depends on the strength of our expectation of a given
outcome and the attractiveness of that outcome.
– Three relationships
▪ Effort–performance relationship
▪ Performance–reward relationship
▪ Rewards–personal goals relationship
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 7.6
Expectancy theory
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9781488620683 / Robbins / Organisational Behaviour, 9e
Applied motivation: job design
• The job characteristics model (JCM): any job can be
described in terms of five core dimensions
– Skill variety
– Task identity
– Task significance
– Autonomy
– Feedback
• Motivating potential score (MPS)
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 7.7
The job characteristics model
Source: Based on J. L. Pierce, I. Jussila and A. Cummings, ‘Psychological ownership within the job
design context: revision of the job characteristics model’, Journal of Organizational Behavior 30, no. 4,
2009 pp. 477–96.
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How can jobs be redesigned?
• Job rotation
– Periodic shifting of an employee from one task to
another
• Job enrichment
– Adding high-level responsibilities to a job to increase
intrinsic motivation
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Alternative work arrangements
• Flexitime: flexible work hours
• Job sharing: allows two or more individuals to split a
traditional 40-hour-a-week job
• Telecommuting: working at home at least two days per
week
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Applied motivation: employee
involvement
• Examples of employee involvement programs
– Participative management
– Representative participation
• Linking employee involvement programs and motivation
theories
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Applied motivation: rewarding
employees (1 of 2)
•
What to pay: establishing a pay structure
•
How to pay: rewarding individual employees through
variable-pay programs
– Piece-rate pay
– Merit-based pay
– Bonuses
– Profit-sharing plans
– Evaluation of variable pay
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9781488620683 / Robbins / Organisational Behaviour, 9e
Applied motivation: rewarding
employees (2 of 2)
•
Flexible benefits: developing a benefits package
•
Intrinsic rewards: employee recognition programs
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9781488620683 / Robbins / Organisational Behaviour, 9e
Summary
• Many early theories of motivation focused on the needs
that employees have along with the consequences of
need satisfaction.
• Most contemporary theories focus on intrinsic and
extrinsic motivation; setting goals in organisations; selfefficacy; reinforcement; and our expectations regarding
effort, performance, reward, and outcome relationships.
• Motivation is the key to understanding employees’
contributions to their work, including job engagement.
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9781488620683 / Robbins / Organisational Behaviour, 9e
Organisational Behaviour
9th edition
Chapter 6
Perception and individual
decision making
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9781488620683 / Robbins / Organisational Behaviour, 9e
Learning objectives (1 of 2)
6.1 Explain the factors that influence perception.
6.2 Describe attribution theory.
6.3 Explain the link between perception and decision
making.
6.4 Contrast the rational model of decision making with
bounded rationality and intuition.
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Learning objectives (2 of 2)
6.5 Explain how individual differences and organisational
constraints affect decision making.
6.6 Contrast the three ethical decision criteria.
6.7 Describe the three-stage model of creativity.
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9781488620683 / Robbins / Organisational Behaviour, 9e
Introduction
• The creativity of individuals can lead to true innovation that
solves problems and allows companies to become market
leaders.
• To better understand this, we’ll explore perceptions and
how they affect our decision-making processes.
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What is perception?
• Perception is a process by which individuals organise and
interpret their sensory impressions in order to give
meaning to their environment.
• Factors that influence perception
– Factors in the perceiver
– Factors in the object or target being perceived
– Factors in the context of the situation in which the
perception is made
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 6.1
Factors that influence perception
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9781488620683 / Robbins / Organisational Behaviour, 9e
Person perception: making
judgements about others (1 of 3)
• Attribution theory
– Tries to explain the ways in which we judge people
differently, depending on the meaning we attribute to a
given behaviour.
– This determination depends largely on three factors:
▪ Distinctiveness
▪ Consensus
▪ Consistency
– Internal vs. external causation
– Fundamental attribution error
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 6.2
Attribution theory
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9781488620683 / Robbins / Organisational Behaviour, 9e
Person perception: making
judgements about others (2 of 3)
• Common shortcuts in judging others
– Selective perception
– Halo and horns effects
– Contrast effects
– Stereotyping
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Person perception: making
judgements about others (3 of 3)
• Specific applications of shortcuts in organisations
– Employment interview
– Performance expectations
▪ Self-fulfilling prophecy
– Performance evaluation
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The link between perception and
individual decision making
•
Part of working in an organisation involves making
decisions.
•
The way individuals make decisions and the quality of
their choices is largely influenced by their perceptions.
•
Through the entire decision-making process, perceptual
distortions often surface that can bias analysis and
conclusions.
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9781488620683 / Robbins / Organisational Behaviour, 9e
Decision making in organisations
(1 of 2)
•
The rational model, bounded rationality and intuition
– Rational decision making: describes how individuals
should behave in order to maximise an outcome
– Bounded rationality: making decisions by constructing
simplified models that extract the essential features
from problems without capturing all their complexity
– Intuition: an unconscious process created out of
distilled experience
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 6.3
Steps in the rational decision-making model
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9781488620683 / Robbins / Organisational Behaviour, 9e
Decision making in organisations
(2 of 2)
•
Common biases and errors in decision making
– Overconfidence bias
– Anchoring bias
– Confirmation bias
– Availability bias
– Escalation of commitment
– Randomness error
– Risk aversion
– Hindsight bias
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9781488620683 / Robbins / Organisational Behaviour, 9e
Influences on decision making:
individual differences and
organisational constraints (1 of 2)
• Individual differences
– Personality
– Gender
– Mental ability
– Cultural differences
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Influences on decision making:
individual differences and
organisational constraints (2 of 2)
•
Organisational constraints
– Performance evaluation
– Reward systems
– Formal regulations
– System-imposed time constraints
– Historical precedents
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Three ethical decision criteria
• Three ways to frame decisions ethically
– Utilitarianism
– Make decisions consistent with fundamental rights and
privileges
– Impose and enforce rules fairly and impartially to
ensure justice or an equitable distribution of benefits
and costs
• Behavioural ethics
• Lying
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9781488620683 / Robbins / Organisational Behaviour, 9e
Improving creativity in decision
making (1 of 2)
• Three-stage model of creativity
• Creative behaviour
– Problem formulation
– Information gathering
– Idea generation
– Idea evaluation
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 6.4
The three-stage model of creativity in organisations
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9781488620683 / Robbins / Organisational Behaviour, 9e
Improving creativity in decision
making (2 of 2)
• Causes of creative behaviour
– Creative potential
▪ Intelligence and creativity
▪ Personality and creativity
▪ Expertise and creativity
– Creative environment
• Creative outcomes (innovation)
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9781488620683 / Robbins / Organisational Behaviour, 9e
Summary
• Individuals base their behaviour on the way they see the
environment or believe it to be instead of the way it
actually is.
• An understanding of the way people make decisions can
help explain and predict behaviour, but most decisions are
not simple enough for the rational model’s assumptions to
apply.
• Managers should encourage creativity in employees and
teams to create a route to innovative decision making.
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9781488620683 / Robbins / Organisational Behaviour, 9e
Organisational Behaviour
9th edition
Chapter 8
Foundations of group
behaviour
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9781488620683 / Robbins / Organisational Behaviour, 9e
Learning objectives (1 of 2)
8.1 Distinguish between the different types of groups.
8.2 Describe the punctuated-equilibrium model of group
development.
8.3 Show how role requirements change in different
situations.
8.4 Demonstrate how norms exert influence on an
individual’s behaviour.
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Learning objectives (2 of 2)
8.5 Show how status and size differences affect group
performance.
8.6 Describe how issues of cohesiveness and diversity can
be integrated for group effectiveness.
8.7 Contrast the strengths and weaknesses of group
decision making.
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Introduction
• All individuals belong to group based upon our
occupations, race, gender, etc.
• Being part of a group changes our perception of a
situation.
• This chapter will define groups and discuss the
foundations of group behaviour.
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Defining and classifying groups
• Group
– Formal group
– Informal group
• Social identity
• Ingroups and outgroups
• Social identity threat
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Stages of group development
• Punctuated-equilibrium model
– The first meeting sets the group’s direction.
– The first phase of group activity is inertia.
– A transition takes place when the group has used up
half its allotted time.
– This transition initiates major changes.
– A second phase of inertia follows the transition.
– The group’s last meeting is characterised by markedly
accelerated activity.
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Exhibit 8.1
The punctuated-equilibrium model
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Group property 1: roles
• Role perception
• Role expectations
– Psychological contract
• Role conflict
– Interrole conflict
• Role-play and assimilation
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Group property 2: norms
• Norms and emotions
• Norms and conformity
– Reference groups
• Norms and behaviour
• Positive norms and group outcomes
• Negative norms and group outcomes
– Deviant workplace behaviour
• Norms and culture
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Exhibit 8.2
Examples of cards used in Asch’s study
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Exhibit 8.3
Typology of deviant workplace behaviour
Sources: Based on S. L. Robinson and R. J. Bennett, ‘A typology of deviant workplace behaviors: a multidimensional
scaling study’, Academy of Management Journal, April 1995, p. 565, copyright 1995 by Academy of Management, New
York; S. H. Appelbaum, G. D. Iaconi and A. Matousek, ‘Positive and negative deviant workplace behaviors: causes,
impacts, and solutions’, Corporate Governance 7, no. 5, 2007, pp. 586–98; and R. W. Griffin and A. O’Leary-Kelly (eds),
The Dark Side of Organizational Behavior, New York: Wiley, 2004.
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Group property 3: status, and group
property 4: size and dynamics (1 of 2)
• Status
– What determines status?
▪ The power a person wields over others
▪ A person’s ability to contribute to a group’s goals
▪ An individual’s personal characteristics
– Status and norms
– Status and group interaction
– Status inequity
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Group property 3: status, and group
property 4: size and dynamics (2 of 2)
– Status and stigmatisation
– Group status
• Size and dynamics
– Social loafing
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Group property 5: cohesiveness, and
group property 6: diversity (1 of 2)
• Cohesiveness
– Make the group small
– Encourage agreement with group goals
– Increase the time members spend together
– Increase the group’s status
– Stimulate competition with other groups
– Give rewards to the group
– Physically isolate the group
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 8.4
The relationship between group cohesiveness,
performance norms and productivity
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Group property 5: cohesiveness, and
group property 6: diversity (2 of 2)
• Diversity: the extent to which group members are similar
to, or different from, on another.
– One possible side effect in diverse teams is faultlines
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Group decision making (1 of 2)
• Groups versus the individual
– Strengths of group decision making
– Weaknesses of group decision making
– Effectiveness and efficiency
• Groupthink and groupshift
– Groupthink
– Groupshift or group polarisation
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Group decision making (2 of 2)
• Group decision-making techniques
– Interacting groups
– Brainstorming
– Nominal group technique
▪ Members meet as a group, but first each member
writes down ideas on the problem
▪ Each member presents one idea to the group
▪ The group discusses the ideas
▪ Each group member rank-orders the ideas
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9781488620683 / Robbins / Organisational Behaviour, 9e
Exhibit 8.5
Evaluating group effectiveness
Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781488620683 / Robbins / Organisational Behaviour, 9e
Summary
• The impact of size on a groups’ performance depends on
the type of task.
• Cohesiveness may influence a group’s level of
productivity, depending on the group’s performancerelated norms.
• Diversity seems to have a mixed impact on group
performance.
• Groups can be carefully managed towards positive
organisational outcomes and optimal decision making.
Copyright © 2020 Pearson Australia (a division of Pearson Australia Group Pty Ltd)
9781488620683 / Robbins / Organisational Behaviour, 9e
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