Lord Ashcroft International Business School

Organisational Behaviour

Department: Human Resource Management, Organisational

Behaviour and Tourism

Module Code: MOD001120

Year: 2013/14
SEM/TRI: 2

Academic Year: 2013/14

Semester/Trimester: 2
 Module Guide

Contents

Module Title............................................................................................................................................... 1
1. Key Information..................................................................................................................................... 2
2. Introduction to the Module..................................................................................................................... 2
3. Intended Learning Outcomes................................................................................................................ 2
3.1 Employability skills delivered in this Module........................................................................................3
4. Outline Delivery..................................................................................................................................... 4
4.1 Attendance Requirements................................................................................................................... 5
5. Assessment........................................................................................................................................... 6
5.1 Submitting via TurnitinUK GradeMark [Cambridge and Chelmsford students]..................................7
5.2 Submitting your work [Students in all other locations at Associate Colleges].......................................9
5.3 Marking Rubric and Feedback.......................................................................................................... 10
5.4 Re-Assessment (resit)....................................................................................................................... 10
6. How is My Work Marked?.................................................................................................................... 10
7. Assessment Criteria and Marking Standards.......................................................................................14
7.1 Specific Assessment Criteria and Marking Rubric..............................................................................14
7.2 University Generic Assessment Criteria.............................................................................................15
8. Assessment Offences.......................................................................................................................... 21
9. Learning Resources............................................................................................................................ 23
9.1. Library.............................................................................................................................................. 23
9.2. Other Resources.............................................................................................................................. 24
10. Module Evaluation............................................................................................................................. 24
11. Report on Last Delivery of Module.....................................................................................................25
Appendix 1: Re-Assessment Information.................................................................................................26

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1. Key Information

Module: Organisational Behaviour

Module Leader: Dr Irene Skovgaard Smith

Campus/ Building/ Room: Cambridge, LAIBS, Lab322
Extension: 5741
Email: irene.smith@anglia.ac.uk

Module Tutors: Dr Irene Skovgaard Smith

Every module has a Module Definition Form (MDF) which is the officially validated record of the module.
You can access the MDF for this module in three ways via:

the Virtual Learning Environment (VLE)

the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue
Anglia Ruskins module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate
Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view
these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the
Assessment Regulations, is available for every student from your Faculty Office [REPLACE WITH
EQUIVALENT OFFICE/LOCATION AT ASSOCIATE COLLEGE] (all new students will have received a
copy as part of their welcome pack).

In the unlikely event of any discrepancy between the Academic Regulations and any other publication,
including this module guide, the Academic Regulations, as the definitive document, take precedence
over all other publications and will be applied in all cases.

2. Introduction to the Module

The nature of organisations, the role of management and its relationships with the environment are
issues which are undergoing continual redefinition. Leading individuals, groups and organisations
effectively is key to managerial excellence. Yet, it could be your most difficult challenge as a manager.
The module is designed to help you meet this challenge.

The purpose of this module is to provide a number of conceptual frameworks to help you make sense of
your professional practice and context. The focus of the module is to seek insights into behaviour in
organisations from a behavioural science perspective. The module develops your critical awareness of
the key debate between contending theories of organisation and management, particularly in relation to
organisational processes. The module will evaluate the underlying assumptions of particular
perspectives and concepts and what these mean for management practice. Each of the topics covered
in the module provides a unique perspective on understanding and shaping behaviour in organisations.

The module also provides you with an opportunity to demonstrate that you can apply and test out
concepts at a required level of analysis. The investigations carried out test your understanding of the
dynamics and processes of organisational behaviour and the benefits and difficulties of improving
organisational effectiveness.

One of the main focuses for the design of this module has been the further development of relevant
employability and professional skills. Such skills are implicit in the learning outcomes.

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3. Intended Learning Outcomes

On successful completion of this module you will be able to:

3.1. Demonstrate a critical perspective of organisational theories and related management

practice.

3.2. Understand the complexity of organisational life and view organisations as socially,
historically and psychologically constructed.

3.3. Critically examine compelling organisational theories and alternative theoretical

frameworks around the study of organisations.

3.4. Analyse the complex nature of the behaviour of people in work organisations.

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3.1 Employability skills delivered in this Module

It is important that we help you develop employability skills throughout your course which will assist you
in securing employment and supporting you in your future career. During your course you will acquire a
wide range of key skills. In this module, you will develop those identified below:

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4. Outline Delivery SKILL Skills acquired in this

module
Week Subject Area Session Objectives Advance Reading
1 Introduction/Key concepts Understand key
Communication concepts underlying Organisational
(oral) x Dynamics and its Mullins (2013), ch. 1, 2, 3
implications for(written)
Communication organisations x Articles on VLE
Commercial Awareness
2 Organisation Structure Understand
Cultural the impact of Organisation Structure
sensitivity x on behaviour Mullins (2013), ch. 13, 14
Customer focus Articles on VLE
Data Handling
3 Motivation Understand
Decision the concept of motivation and
making x implications for behaviour in Mullins (2013), ch. 7
organisations
Enterprising Articles on VLE
Flexibility
4 Group Dynamics Understand the nature of group behaviour and how it influences work
Initiative Mullins (2013), ch. 8, 9
performanceSkills
Interpersonal Articles on VLE
Leadership/Management of others x
Reading Week Reading Week Reading Week
Networking
Organisational adaptability x
5 Organisational Culture and Understand the impact of Culture on organisation behaviour and Mullins (2013), ch. 18
Project Management
Change management of change in organisations. Articles on VLE
Problem Solving and analytical skills x
Responsibility x
6 Management and Leadership Understand the nature of management and leadership, factors that Mullins (2013), ch. 10, 11, 12
Team working
determine relationships with other people and the effectiveness and Articles on VLE
Time Management
responsibility of leaders x
7 Power, Authority and Conflict Other
Critically evaluate the issues of Power and conflict within organisations and Mullins (2013), ch. 16
its impact on behaviour. Articles on VLE

8 Implications and Synthesis Understand implications of what we have learned in relation to Mullins (2013), ch. 19
Organisational effectiveness and development. Summation Articles on VLE

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4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module.
Research has found a clear correlation between student attendance and overall performance. In
accordance with the Student Charter, you are expected to arrive on time and take an active part in all
your timetabled classes.

Anglia Ruskin will closely monitor the attendance of all students and will contact you if you have been
absent without notice for two weeks. Continued absence can result in various consequences including
the termination of your registration as you will be considered to have withdrawn from your studies.

International students who are non-EEA nationals and in possession of entry clearance/leave to remain
as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is
considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities,
is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised
absences by any student visa holders.

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5. Assessment
The assessment for this module consists of one part.

Part Type of assessment Word or Submission Deadline for assessment

time limit method
1 Individual assignment, 3000 TurnitinUK NO LATER THAN:
report words GradeMark 16th May, 2014 by 5pm

Part 1 Assignment
Learning
Mark Outcome
1 The degree to which the concepts have been explained and 30% 3.1, 3.2, 3.3,
understood 3.4

2 The clarity of application 30% 3.1, 3.3, 3.4

3 The reasoning behind the evaluation 30% 3.1 3.3, 3.4

4 The presentation and structure of report 10% 3.1, 3.3

TOTAL MARKS 100%

The assignment is as follows:

You are required to analyse your own organisation OR other (case) organisation of your choice
from an Organizational Behaviour perspective. Focus your analysis on a critical problem or
issue(s) the organisation is facing.

You have to use a variety of OB concepts, models and theories relevant for the problem / issue(s)
you are focusing on in your analysis.

The analysis should include discussion and evaluation of implications for the organisation with
suggestions or proposed solutions.

Note: You may find it useful to discuss your approach and framework with the module tutor before
starting your assignment.

All coursework assignments and other forms of assessment must be submitted by the published
deadline which is detailed above. It is your responsibility to know when work is due to be submitted
ignorance of the deadline date will not be accepted as a reason for late or non-submission. Any late work
will NOT be accepted and a mark of zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

5.1 Submitting via TurnitinUK GradeMark [Cambridge and Chelmsford students]

You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on
the assignment brief, all your assignments should be submitted online. Hard copy assignments handed
into the iCentre will NOT be marked. You must put YOUR Student ID number (SID) as the
submission title (details below).

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You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by
module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report
Class to which you can submit multiple drafts for originality checking.

The Grademark class page shows the start date (when you can begin submitting work), the due date for
your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any
late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question.
The post date is the date when both feedback and provisional results will be posted online. You should
follow the detailed instructions provided on the VLE.

When you submit your paper, remember to:

ONLINE SUBMISSION AND FEEDBACK THROUGH GRADEMARK

At the post date you will get your feedback through Turnitin/Grademark. We have implemented this
online feedback system to give you the following benefits:

More timely receipt of your feedback;

Better quality feedback;
The ability to hand in your work online;
Reduction in time spent queuing to hand in and pick up your assignments;
The ability to receive marker feedback when it is posted, regardless of your location;
Reduction of both yours and the universitys carbon footprint by no longer printing work.

HOW TO VIEW YOUR FEEDBACK

Click on the class that you wish to view and then you will see the assignments for the module listed.
Click the blue view button to open up the document viewer. A new window will open and you will see
your feedback on the right-hand side of the screen. Or click on the grey arrow to download a copy of
your assignment and feedback.

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POINTS TO NOTE

1. The due date as seen in eVision is the official submission deadline. Any late work will NOT be
accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it
until the last minute to submit your work the system becomes extremely busy and can be
slower during the period of the deadline.

2. Grademark final submission classes will become available 10 working days before the final
submission date. Be aware that work can only be submitted ONCE to these classes and cannot
be removed or changed.

3. All work submitted MUST be entitled by your Student ID number.

4. Any work handed in via the iCentre will NOT be marked.

5. The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of
the originality report is not required.

6. The Originality Report will not be used to make assessment decisions unless concerns arise as
to poor academic practice, plagiarism, or collusion. The report may then be considered as part of
the normal investigatory procedures undertaken by the academic team and the Director of
Studies (again, please see Section 10 of the Assessment Regulations).

7. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created
for re-sits.

8. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on
the module VLE. If you have experience submission difficulties, please email:
LAIBS_Grademark_Support@anglia.ac.uk Furthermore, there is a support VLE site
(http://vle.anglia.ac.uk/sites/grademark/laibs/Content/Start.aspx) with videos to show you how to
submit your work and to view your feedback.

All coursework assignments and other forms of assessment must be submitted by the published
deadline which is detailed above. It is your responsibility to know when work is due to be submitted
ignorance of the deadline date will not be accepted as a reason for late or non-submission.

5.2 Submitting your work [Students in all other locations at Associate Colleges]

All student work which contributes to the eventual outcome of the module (i.e. if it determines whether
you will pass or fail the module and counts towards the mark you achieve for the module) is submitted
according to your institutions guidelines. Academic staff CANNOT accept work directly from you.

Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in
question.

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You are requested to keep a copy of your work.

5.3 Marking Rubric and Feedback

The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark your work.

Feedback

You are entitled to written feedback on your performance for all your assessed work. For all assessment
tasks which are not examinations, this is provided by a member of academic staff through Grademark at
Cambridge and Chelmsford. At other locations and Associate Colleges, this is provided through the
completion of the assignment coversheet on which your mark and feedback will relate to the
achievement of the modules intended learning outcomes and the assessment criteria you were given for
the task when it was first issued.

Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are
entitled to feedback on your performance in an examination and may request a meeting with the Module
Leader or Tutor to see your examination script and to discuss your performance.

Anglia Ruskin is committed to providing you with prompt feedback on all assessed work within a prompt
20 working days of the submission deadline or the date of an examination. This is extended to 30 days
for feedback for a Major Project module (please note that working days excludes those days when Anglia
Ruskin University is officially closed; e.g. between Christmas and New Year). Personal tutors will offer to
read feedback from several modules and help you to address any common themes that may be
emerging.

On occasion, you will receive feedback and marks for work that you completed in the earlier stages of
the module. We provide you with this feedback as part of the learning experience and to help you
prepare for other assessment tasks that you have still to complete. It is important to note that, in these
cases, the marks for these pieces of work are unconfirmed and subject to external moderation and
approval. This means that, potentially, marks can change, in either direction!

Marks for modules and individual pieces of work become confirmed on the Dates for the Official
Publication of Results which can be checked at www.anglia.ac.uk/results.

5.4 Re-Assessment (resit)

If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment.
As indicated in Section 6.2.7. of the Senate Code of Practice, this is a NEW assessment, you CANNOT
re-work the assessment explained in this section. The re-assessment information is given in Appendix 1.

6. How is My Work Marked?

After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a
series of activities to assure that our marking processes are comparable with those employed at other
universities in the UK and that your work has been marked fairly, honestly and consistently. These
include:

Anonymous marking your name is not attached to your work so, at the point of marking, the
lecturer does not know whose work he/she is considering. When you undertake an assessment task
where your identity is known (e.g. a presentation or Major Project), it is marked by more than one
lecturer (known as double marking)

Internal moderation a sample of all work for each assessment task in each module is moderated
by other Anglia Ruskin staff to check the standards and consistency of the marking

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External moderation a sample of student work for all modules is moderated by external
examiners experienced academic staff from other universities (and sometimes practitioners who
represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff
with feedback, advice and assurance that the marking of your work is comparable to that in other UK
universities. Many of Anglia Ruskins staff act as external examiners at other universities.

Departmental Assessment Panel (DAP) performance by all students on all modules is discussed
and approved at the appropriate DAPs which are attended by all relevant Module Leaders and
external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.

This module falls within the remit of the Human Resource Management, Organisational Behaviour
and Tourism DAP.

The following external examiners are appointed to this DAP and will oversee the assessment of this
and other modules within the DAPs remit:

HUMAN RESOURCE MANAGEMENT; ORGANISATIONAL BEHAVIOUR AND TOURISM

External Examiners Name Academic Institution Position or Employer
Dr Janet Astley York St John University Senior Lecturer

Mr Harold Birkett None(retired) Formerly an academic member -

Staffordshire
Dr Lynn Nichol University of Gloucestershire Senior Lecturer

Dr Julia Pointon De Montfort University Principal Lecturer

Dr Lynne Powell University of Northumbria at Senior Lecturer

Newcastle
Prof Christopher Prince Birmingham City University Executive Dean

Dr Paul Smith University of Sunderland Associate Dean (Resources &

Research)
Dr Nancy Stevenson University of Westminster Principal Lecturer and Programme
Leader

The above list is correct at the time of publication. However, external examiners are appointed at
various points throughout the year. An up-to-date list of external examiners is available to students and
staff at www.anglia.ac.uk/eeinfo.

Anglia Ruskins marking process is represented in the flowchart below:

Anglia Ruskins marking process is represented in the flowchart below:

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Internal Moderation StageMarking Stage

Flowchart of Anglia Ruskins Marking Processes

Student submits Work collated and passed to
work / sits Module Leader
examination

Work is marked by Module

Leader and Module Tutor(s)1. All
marks collated by Module Leader
for ALL locations2

Internal moderation samples

selected. Moderation undertaken
by a second academic3

Any issues? YES

External Moderation Stage

NO
Students receive Unconfirmed marks and feedback
initial (unconfirmed) to students within 20 working
feedback days (30 working days for Major
Projects)

External moderation samples

selected and moderated by
External Examiners4

YES
Any issues?
DAP4 Stage

NO

Marks submitted to DAP5 for

consideration and approval

Confirmed marks
issued to students Marks Approved by DAP5 and
via e-Vision forwarded to Awards Board

All work is marked anonymously or double marked where identity of the student is known (e.g.in a presentation)
The internal (and external) moderation process compares work from all locations where the module is delivered
(e.g.Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.)
The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever is
the greater) for each marker and covers the full range of marks
Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The
sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is
the greater) for the entire module and covers the full range of marks
DAP: Departmental Assessment Panel Anglia Ruskin has over1225 different DAPs to reflect our subject coverage
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7. Assessment Criteria and Marking Standards

7.1 Specific Assessment Criteria and Marking Rubric

Sample comments
The relevant concepts, models and theories of Organisational Behaviour (OB) used in the analysis have been researched in
depth and are explained in a way that demonstrates superior understanding. Supporting references demonstrate that the area
A has been researched very comprehensively
= 21-30 Some indicators of an A grade:
The concepts are explained expertly and this is well referenced with supporting literature
The writing is eloquent and well-argued
Sample comments
There is good evidence of research into relevant OB concepts, models and theories using relevant literature and they are
B understood and has been researched well
Some indicators of a B grade:
= 18-20
The concepts are understood and defined, however, in places could be more in detail
There is good use of references
1. The degree to which the concepts Sample comments
have been explained and The discussion of relevant OB concepts, models and theories is clear, but it is more descriptive than exploratory. There is an
understood C acceptable level of understanding.
Some indicators of a C grade:
= 15-17
The concepts are described and understood but there needed to be more depth
There are some linkages to the theory, however, more references needed
Sample comments
The explanation of concepts, models and theories is largely descriptive, and only somewhat understood. There are very few
D references to literature
Some indicators of a D grade:
= 12-14
The concepts have been described, but explanation is basic
There is minimal evidence of reading
Sample comments
No real explanation of concepts, models and theories, the explanation is not adequate and lacks references.
F
= 11 and Some indicators of an unsuccessful attempt:
below Brief description of the concepts
Lacks references to theory
2. The clarify of application A Sample comments
There is an excellent level of analysis. The analysis benefitted from the adept application of a range of analytical tools.
= 21-30
Some indicators of an A grade:
Thorough, in-depth analysis
Full range of relevant concepts, models and theories applied well to the organisation

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Deep, insighthful analysis - critique of the important aspects for the organisation is given in the application of concepts,
models and theories
Section flows really well
Sample comments
Very good analysis of issues using a good range of analytical tools.
Some indicators of a B grade:
B Good analysis throughout
= 18-20 Full range of concepts, models and theories applied mostly well to the organisation
Evidence of insightful analysis including consideration of issues and their implications for the organisation

Sample comments:
Some consideration of the issues has been made; this could have been more detailed. You consider how well they currently
operate, but, there could have been more depth and understanding shown.
C Some indicators of a C grade:
Some good analysis has been conducted
= 15-17
Models applied, but in places with limited depth and analysis
The analysis needed to be deeper and more thought was needed

Sample comments
There is a basic grasp of organisational issues. But you don't apply enough of the relevant concepts, models and theories or
apply well enough to get a higher mark.
D Some indicators of a D grade:
= 12-14 There is some discussion of the issues
Needed to be much more focus on applying concepts to the organisation
In places, difficult to see whether the models are fully understood

Sample comments
F There has been no real analysis of the issues. You should have applied models to the issues the organisation is facing.
Some indicators of an unsuccessful attempt:
= 11 and General discussion no evidence of application to organisation
below No or few models applied, pure case description

Sample comments
There is an excellent level of discussion related to the reasoning behind the evaluation.
3. The reasoning behind the
A Some indicators of an A grade:
evaluation
= 21-30 Convincing analysis of outcomes and consequences of situation the organisation is facing
Thoughtful and creative solutions are proposed for the organisation

Sample comments
B Very good level of discussion of issues using a good range of analytical models.
= 18-20 Some indicators of a B grade:
Good analysis of outcomes and consequences of the situation the organisation is facing
Good ideas are put forward for improvement

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Improvements are somewhat applied to the specific organisation

Sample comments:
Some consideration of the issues and evaluation has been made; this could have been more detailed.
C Some indicators of a C grade:
= 15-17 The analysis needed to be deeper and more thought was needed
Improvements have some merit

Sample comments
There is a basic grasp of the organisations issues and some evaluation. But you don't apply enough of the models and theories
D or apply well enough.
Some indicators of a D grade:
= 12-14 There are some ideas put forward for the organisation
There is either no depth provided on any of them or no coherent link to the issues the organisation face

Sample comments
There has been no discussion of the issues and no evaluation
F Some indicators of an unsuccessful attempt:
= 11 and General discussion no emphasis on the organisation
below No clear improvements given.

Sample comments
4. The presentation and structure of Extremely professional layout and formatting of your assignment. It is well-written and makes good use of diagrams and figures.
the report Some indicators of an A grade:
Professional presentation
A Clear focused structure
Uses headings and sub-headings well with a table of contents
= 7-10
Written in the right tone
Great use of diagrams and figures
References used to good effect and Harvard referencing consistently applied

Sample comments
B Your assignment is well written and well-presented. In the main it has a clear structure and the layout and presentation is good.
=6 Some indicators of an B grade:
Mostly professional presentation
Mostly clear structure that uses headings and sub-headings well with a table of contents for report navigation
Mostly written in the right tone
Good use of diagrams and figures
References used to good effect and Harvard referencing applied for the most part

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Sample comments
Your assignment is clear and there has been some attempts to make it professional.
Some indicators of an C grade:
An effort has been made for professional presentation but could be more polished
C Structure is clear
Could have used more headings and sub-headings
=5
Needed to improve the tone
Some good diagrams and figures
References used to good effect but could improve the use of Harvard referencing

Sample comments
The presentation of your assignment was average and there was an effort made to structure your report.
Some indicators of an D grade:
Much more effort needed for professional presentation
D Structure is not clear enough
Needed to use far more headings and sub-headings
=4
Needed to improve the tone
Not enough diagrams and figures
Not enough references used and needed to apply Harvard referencing more fully

Sample comments
Your assignment needed a lot more work to improve its presentation and structure. You needed to clearly indicate the sections.
Some indicators of an unsuccessful attempt:
Presentation was not at all professional
F
The structure was non-existent
= 3 and No headings and sub-headings used
below Inappropriate and/or disrespectful tone
None or one/two diagrams and figures
None or one/two references used and needed to apply Harvard referencing more fully

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7.2 University Generic Assessment Criteria

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 7

Level 7 is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating
independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and
develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems
and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy
of publication or public performance or display.

Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

Mark Bands Outcome Intellectual (thinking), Practical,
Knowledge & Understanding
Affective and Transferable Skills
Characteristics of Student Achievement by Marking Band

Exceptional analysis of key issues/concepts/ethics.

Exceptional analysis of key issues/concepts/ethics with
Exceptional development of conceptual structures and
very clear originality and autonomy. Exceptional
argument, making consistent use of scholarly conventions.
development of conceptual structures and argument
Exceptional research skills, independence of thought, an
making an exceptional use of scholarly conventions.
90-100% Demonstrates independence of thought and a very high
extremely high level of intellectual rigour and consistency,
exceptional expressive/professional skills, and substantial
level of intellectual rigour and consistency. Work pushes
creativity and originality. Exceptional academic/intellectual
the boundaries of the discipline and may be considered for
skills. Work pushes the boundaries of the discipline and
external publication
may be considered for external publication

Outstanding analysis of key issues/concepts/ethics. Very

Outstanding analysis of key issues/concepts/ethics with
clear originality and autonomy. Outstanding development
of conceptual structures and argument making an
80-89% exemplary use of scholarly conventions. Demonstrates
independence of thought and a very high level of
intellectual rigour and consistency
Achieves module
outcome(s) related to
GLO at this level
Excellent analysis of key issues/concepts/ethics. Excellent
development of conceptual structures and argument
70-79% making excellent use of scholarly conventions.
Demonstrates independence of thought and a high level of
intellectual rigour and consistency
high level development of conceptual structures and
argument, making consistent use of scholarly conventions.
Outstanding research skills, independence of thought, a
high level of intellectual rigour and consistency,
outstanding expressive/professional skills, and
considerable creativity and originality. Exemplary
academic/intellectual skills
Excellent analysis of key issues/concepts/ethics. High
level development of conceptual structures and argument,
making consistent use of scholarly conventions. Excellent
research skills, independence of thought, a high level of
intellectual rigour and consistency, excellent expressive/
professional skills, and considerable creativity and
originality. Excellent academic/intellectual skills, and
considerable creativity and originality

Good analysis of key issues/concepts/ethics. Good analysis of key issues/concepts/ethics.

60-69% Development of conceptual structures and argument Development of conceptual structures and argument,
making consistent use of scholarly conventions making consistent use of scholarly conventions

Satisfactory knowledge of key issues/ concepts/ethics in Satisfactory knowledge of key issues/ concepts/ethics in
discipline. Descriptive in parts but some ability to discipline. Descriptive in parts but some ability to
50-59% synthesise scholarship and argument. Minor lapses in use synthesise scholarship and argument. Minor lapses in use
of scholarly conventions of scholarly conventions

A marginal pass in Basic knowledge of key issues/concepts/ethics in Basic knowledge of key issues/concepts/ethics in
module outcome(s) discipline. Generally descriptive, with restricted synthesis discipline. Generally descriptive, with restricted synthesis
40-49% related to GLO at this of existing scholarship and little argument. Use of of existing scholarship and little argument. Use of
level scholarly conventions inconsistent scholarly conventions inconsistent.

A marginal fail in
Limited research skills impede use of learning resources
module outcome(s) Limited knowledge of key issues/concepts/ethics in
and problem solving. Significant problems with
related to GLO at this discipline. Largely descriptive, with restricted synthesis of
30-39% level. Possible existing scholarship and limited argument. Limited use of
structure/accuracy in expression. Team/Practical/
Professional skills not yet secure. Weak academic/
compensation. Sat- scholarly conventions.
intellectual skills. Limited use of scholarly conventions
isfies qualifying mark
Fails to achieve
module outcome(s) Little evidence of research skills, use of learning resources
Little evidence of knowledge of key issues/concepts/ethics
related to this GLO. and problem solving. Major problems with structure/
in discipline. Largely descriptive, with little synthesis of
20-29% Qualifying mark not existing scholarship and little evidence of argument. Little
accuracy in expression. Team/Practical/Professional skills
satisfied. No virtually absent. Very weak academic/intellectual skills.
evidence of use of scholarly conventions.
compensation Little evidence of use of scholarly conventions
available
10-19% Inadequate knowledge of key issues/concepts/ethics in Inadequate use of research skills, learning resources and
discipline. Wholly descriptive, with inadequate synthesis problem solving. Major problems with structure/accuracy in
of existing scholarship and inadequate argument. expression. Team/Practical/Professional skills absent.
Inadequate use of scholarly conventions. Extremely weak academic/intellectual skills. Inadequate
use of scholarly conventions

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No evidence of knowledge of key issues/concepts/ethics in No evidence of use of research skills, learning resources
discipline. Incoherent and completely but poorly and problem solving. Incoherent structure/accuracy in
1-9% descriptive, with no evidence of synthesis of existing expression. Team/Practical/Professional skills non-
scholarship and no argument whatsoever. No evidence of existent. No evidence of academic/intellectual skills. No
use of scholarly conventions. evidence of use of scholarly conventions
Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the
0% assignment brief (e.g.: answers the wrong question) and/or related learning outcomes

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8. Assessment Offences

As an academic community, we recognise that the principles of truth, honesty and mutual respect are
central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community,
both individually and collectively, and diminishes our values. We are committed to ensuring that every
student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest
standards of academic integrity and how those standards are protected.

You are reminded that any work that you submit must be your own. When you are preparing your work
for submission, it is important that you understand the various academic conventions that you are
expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism
(e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic
integrity.

Definitions of Assessment Offences

Plagiarism

Plagiarism is theft and occurs when you present someone elses work, words, images, ideas, opinions or
discoveries, whether published or not, as your own. It is also when you take the artwork, images or
computer-generated work of others, without properly acknowledging where this is from or you do this
without their permission.

You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments,
portfolios, essays, dissertations and so on.

Examples of plagiarism include:

directly copying from written work, physical work, performances, recorded work or images, without
saying where this is from;
using information from the internet or electronic media (such as DVDs and CDs) which belongs to
someone else, and presenting it as your own;
rewording someone elses work, without referencing them; and
handing in something for assessment which has been produced by another student or person.

It is important that you do not plagiarise intentionally or unintentionally because the work of others
and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes,
qualifications, reputation and so on. To use someone elses work, words, images, ideas or discoveries is
a form of theft.

Collusion

Collusion is similar to plagiarism as it is an attempt to present anothers work as your own. In plagiarism
the original owner of the work is not aware you are using it, in collusion two or more people may be
involved in trying to produce one piece of work to benefit one individual, or plagiarising another persons
work.

Examples of collusion include:

agreeing with others to cheat;

getting someone else to produce part or all of your work;
copying the work of another person (with their permission);
submitting work from essay banks;
paying someone to produce work for you; and

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allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as directed by your
tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to
benefit of one or more person and try to deceive another (for example the assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

taking unauthorised material into the examination room;

inventing results (including experiments, research, interviews and observations);
handing your own previously graded work back in;
getting an examination paper before it is released;
behaving in a way that means other students perform poorly;
pretending to be another student; and
trying to bribe members of staff or examiners.

Help to Avoid Assessment Offences

Most of our students are honest and want to avoid committing assessment offences. We have a variety
of resources, advice and guidance available to help make sure you can develop good academic skills.
We will make sure that we make available consistent statements about what we expect. You will be able
to do tutorials on being honest in your work from the library and other support services and faculties, and
you will be able to test your written work for plagiarism using TurnitinUK (a software package that
detects plagiarism).

You can get advice on how to use honestly the work of others in your own work from the library website
(www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor.

You will be able to use TurnitinUK, a special software package which is used to detect plagiarism.
TurnitinUK will produce a report which clearly shows if passages in your work have been taken from
somewhere else. You may talk about this with your personal tutor to see where you may need to
improve your academic practice. We will not see these formative TurnitinUK reports as assessment
offences. All students in Cambridge and Chelmsford are also expected to submit their final work through
TurnitinUK as outlined above.

If you are not sure whether the way you are working meets our requirements, you should talk to your
personal tutor, module tutor or other member of academic staff. They will be able to help you and tell
you about other resources which will help you develop your academic skills.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student has tried to get unfair
academic advantage in an assessment for himself or herself or another student.

We will fully investigate all cases of suspected assessment offences. If we prove that you have
committed an assessment offence, an appropriate penalty will be imposed which, for the most serious
offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and
procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.

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9. Learning Resources

9.1. Library

Lord Ashcroft International Business School

libteam.aibs@anglia.ac.uk

Reading List Template Anglia Ruskin University Library

Resources Notes

Key text

Mullins, L.J. (2013) Management & Organisational We will draw heavily on this book. Students are
Behaviour, Tenth edition. Pearson advised to purchase a copy.

Books The bibliography is indicative in nature. The list is

designed as a resource to help you find relevant
Bratton J, et al (2010) Work & Organisational Behaviour, material. You will also find other relevant books in
Palgrave-Macmillan the library.

Bloisi, W (et al) (2003)Management and Organisational

BehaviourMcGraw-Hill

McShane & Von Glinov (2003), Organisational Behaviour,

McGraw-Hill

Wilson & Rosenfield (1999) Managing Organisations,

McGraw-Hill

Morgan, G (1997) Images of Organisations, Sage

Schein, E (1997) Organisational Culture and

leadership, Jossey-Bass

Dawson, S (1996) Analysing Organisations, Macmillan

Rollinson, et al (1998) Organisational Behaviour and

Analysis, Addison-Wesley

Hellriegel D, Slocum J.W & Woodman R.W (2002)

Organisational Behaviour, South Western.

Pugh, et al (1987 Writers on Organisation, Penguin

Steer R, Porter L & Bigley G (1996) Motivation and

leadership at work, McGraw-Hill

Handy, C (1990) Understanding Organisations, Penguin

Journals It is important that you draw from material contained

in academic journals. These are some relevant
Organization Science titles.
Organization Studies
Human Relations
Research in Organizational Behavior Available in the Digital Library.
Group and Organization Management
Organization

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Organizational Dynamics
Journal of Organizational Behavior Management
Group Processes and Intergroup Relations
Group Dynamics: Theory, Research and Practice
Journal of Organizational Change Management
Culture and Organization
Management Communication Quarterly
Harvard Business Review
Journal of Management Studies

Specific journal articles These are key articles you should read in
preparation for each session along with the relevant
Specific relevant journal articles for each session will be chapter(s) in the key text book
made available on the VLE
These articles will be supplied to you within the VLE
in digital format.
Additional notes on this reading list
Eg. Additional reading in the form of journal articles will be recommended weekly for each session as described
above.
Link to the University Library http://libweb.anglia.ac.uk/
Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

9.2. Other Resources

Articles and handouts will be given out during delivery of the module

10. Module Evaluation

During the second half of the delivery of this module, you will be asked to complete a module evaluation
questionnaire to help us obtain your views on all aspects of the module.

This is an extremely important process which helps us to continue to improve the delivery of the module
in the future and to respond to issues that you bring to our attention. The module report in section 11 of
this module guide includes a section which comments on the feedback we received from other students
who have studied this module previously.

Your questionnaire response is anonymous.

Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation
survey. We very much value our students views and it is very important to us that you provide feedback
to help us make improvements.

In addition to the Module Evaluation process, you can send any comment on anything related to your
experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.

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11. Report on Last Delivery of Module

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwarded to Module Leaders who
compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to
students.

Module Code and Title: MOD001120 Organisational Behaviour

Anglia Ruskin Department: HOT
Location(s) of Delivery: Chelmsford, Int. Partners
Academic Year: 2012-2013 Semester/Trimester: 2
Enrolment Numbers (at each location): Chelmsford (13), Amity Singapore (33), FTMS Kuala Lumpur
(6), KBU Malaysia (3), SAM Trinidad (84)
Module Leader: Christine Menges, Diane Keeble-Allen
Other Module Tutors:
Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A
detailed breakdown of marks will be available at the Departmental Assessment Panel.

Feedback from Students Briefly summarise student responses, including any written comments

6.1) What do you like best about this module?

Interesting subject
Module Delivery that is stimulating
The opportunity to explore this aspect of the workplace and relate to other theories.
the Lecturer
6.2) How could we improve this module?
I don't think you can. Maybe narrow it down a bit? very wide subject.
More class time
6.3) Is there anything else you would like to add?
clearer refinements in what is required when producing the assignments

Module Leader/Tutors Reflection on Delivery of the Module, including Response to Feedback from Students
(including resources if appropriate)

Module is well perceived by students

Developments during the current year or planned for next year (if appropriate)

Adjustment of the assignment brief to provide more clarity as to what is required

External Examiners Comments State whether the external examiner agreed the marks and/or commented on the
module

External examiner agreed with the marks

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Appendix 1: Re-Assessment Information

THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE

UNSUCCESSFUL IN THEIR FIRST SUBMISSION
The re-assessment for this module consists of one part:

Part Type of assessment Word or Submission dates

time limit
010 Individual assignment, report 3000 Resit period: 21st July, 2014
words

Part 010 Assignment

The assignment brief is the same as for the first submission (see page 7), but the following
addition applies:

For those students who have analysed their OWN organisation: You can still use your own
organisation if you wish, but you have to submit a new assignment where you focus the analysis
of your organisation on a different critical problem or issue(s) using different OB concepts,
models and theories. Alternatively you can choose a (case) organisation.

For those students who have chosen a (case) organisation: You need to choose a different
organisation. You have to submit a new assignment analysing a different organisation, focusing
on a different critical problem or issue(s) using different concepts, models and theories.

The analysis should include discussion and evaluation of implications for the organisation with
suggestions or proposed solutions.

Learning
Mark Outcome
1 The degree to which the concepts have been explained and 30% 3.1, 3.2, 3.3,
understood 3.4

2 The clarity of application 30% 3.1, 3.3, 3.4

3 The reasoning behind the evaluation 30% 3.1 3.3, 3.4

4 The presentation and structure of report 10% 3.1, 3.3

TOTAL MARKS 100%

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