IOP3705/101/3/2018

Tutorial Letter 101/3/2018

Organisational Development

IOP3705

Semesters 1 and 2

Industrial and Organisational Psychology

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail address, and
make sure that you have regular access to the myUnisa module website
(IOP3705-2018-S1/S2) as well as your group website.

BARCODE
 IOP3705/101/3/2018

CONTENTS

Page

1 INTRODUCTION .............................................................................................................. 4
1.1 Study material .................................................................................................................. 4
2 PURPOSE AND OUTCOMES .......................................................................................... 4
2.1 Purpose ............................................................................................................................ 5
2.2 Outcomes ......................................................................................................................... 5
3 LECTURERS AND CONTACT DETAILS ........................................................................ 8
3.1 Lecturers .......................................................................................................................... 8
3.2 Department ...................................................................................................................... 8
3.3 University ......................................................................................................................... 9
4 RESOURCES................................................................................................................... 9
4.1 Prescribed book ............................................................................................................... 9
4.2 Recommended books..................................................................................................... 10
4.3 Electronic reserves (e-Reserves).................................................................................... 10
5 STUDENT SUPPORT SERVICES ................................................................................. 14
5.1 Contact with fellow students: Study groups .................................................................... 14
5.2 Online support for IOP3705: myUnisa and discussion forums ........................................ 14
5.2.1 myUnisa ......................................................................................................................... 14
5.2.2 Discussion forums .......................................................................................................... 14
6 STUDY PLAN ................................................................................................................ 16
7 PRACTICAL WORK AND WORK-INTERGRATED LEARNING .................................... 20
8 ASSESSMENT............................................................................................................... 20
8.1 Assessment plan ............................................................................................................ 20
8.2 Assignment numbers ...................................................................................................... 22
8.2.1 General assignment numbers......................................................................................... 22
8.2.2 Unique assignment numbers .......................................................................................... 22
8.3 Submission of assignments ............................................................................................ 23
8.4 The assignments ............................................................................................................ 24
8.4.1 Assignments for Semester 1........................................................................................... 24
8.5 Other assessment methods ............................................................................................ 37
8.6 The examination ............................................................................................................. 37
8.6.1 The examination period .................................................................................................. 38

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8.6.2 Previous examination papers ......................................................................................... 38

8.6.3 Format of the examination paper .................................................................................... 38
9 FREQUENTLY ASKED QUESTIONS ............................................................................ 38
10 SOURCES CONSULTED............................................................................................... 39
11 IN CONCLUSION ........................................................................................................... 39

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1 INTRODUCTION
Dear Student,

Welcome to the module Organisational Development (IOP3705). We trust that you will find
the module interesting, meaningful and enriching, and that it will be of practical value to
you in both your personal life and work situation.

This tutorial letter contains important information about your study programme. Please
read it carefully before you start your studies for this module and always keep it close at
hand.

Please remember that IOP3705 is a semester module. You will write examination in
May/June (first semester) or October/November (second semester). Start studying as
soon as possible!

You will have to work hard during the semester but with the necessary motivation and a
regular study programme, you should be able to look back on another successfully
completed module at the end of the semester. Please read the booklet Study @ Unisa and
study Tutorial Letter IOPALL/301 carefully as it contains important information that will not
be repeated.

1.1 Study material

You will receive the following study material:

 Study guide for IOP3075

 This tutorial letter (101/3), Tutorial Letter IOPALLA 301 and Tutorial Letter 201

Note: Some of this study material may not be available when you register. Study
material that is not available when you register will be posted to you as soon as possible,
but is also available on myUnisa. You can download the material as soon as you have
registered on myUnisa.

It is very important to register on myUnisa and use the internet regularly. Students must
be registered on myUnisa to be able to submit assignments, have access to the Library
functions, download study material, “chat” to their lecturers and fellow students,
participate in online Discussion Forums and get access to all sorts of learning
resources.

2 PURPOSE AND OUTCOMES

Organisations function in complex and dynamic environments, and various forces
(economic, political and environmental) are exerted on them. These forces create a great
deal of uncertainty, which led to the emergence of organisational development (OD) as a
field of study in industrial psychology.

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Cummings and Worley (2016) define OD as:

a system-wide application and transfer of behavioral science knowledge to the

planned development, improvement, and reinforcement of the strategies,
structures, and processes that lead to organizational effectiveness.

Change management is a structured approach to shifting/transitioning individuals, teams

and organisations from a current state to a desired future state. It is an organisational
process aimed at empowering employees to accept and embrace changes in their current
business environment. In essence, OD is a planned system of change involving the
following:

 Planned. OD is a long-range approach to improving organisational performance

and efficiency. It avoids the usual "quick fix".
 Organisation wide. OD focuses on the total system.
 Managed from the top. To be effective, OD must have the support of top
management. They have to model it, not just espouse it. The OD process also
needs the buy-in and ownership of workers throughout the organisation.
 Increased organisational effectiveness and health. OD is tied to the bottom line. Its
goal is to improve the organisation and make it more efficient and more competitive
by aligning the organisation's systems with its people.
 Planned interventions. After proper preparation, activities called interventions are
used to make system-wide, permanent changes in the organisation.
 Use of behavioural science knowledge. OD is a discipline where research and
experience are combined to understand people, business systems and their
interactions.

2.1 Purpose

This module has a dual purpose. Our aim is to enable you to do the following when you
have completed this module:

(1) Demonstrate basic competencies (knowledge, skills and value orientations) in the
theory and practice of OD that will enable you to make a positive contribution to your
organisation, your team and the broader community.
(2) Explore OD as a potential career by providing you with opportunities to assess your
mastering of desirable OD consultant competencies.

2.2 Outcomes

The content of the study guide has been divided into four sections. After mastering the study
material for this module, you should be able to achieve the following learning outcomes.

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SECTION I: GENERAL INTRODUCTION TO AND OVERVIEW OF OD

Study unit 1:  Describe the concept of organisational development.
General introduction to OD  Provide an overview of the history of OD.
Chapters 1 & 2 (Cummings &  Compare the different theories of planned change.
Worley 2009)  Identify and describe the different steps of a general
Chapters 1 & 2 (Cummings & model of planned change.
Worley 2015)  Critique the concept of planned change.
Study unit 2:  Determine the competencies of an effective OD
The OD practitioner practitioner.
Chapter 3 (Cummings &  Outline the role of OD practitioners.
Worley 2009)  Give an overview of the appropriate values of OD
Chapter 3 (Cummings & practitioners.
Worley 2015)  Describe the ethical conduct of OD practitioners.
SECTION II: THE PROCESS OF PLANNED CHANGE
Study unit 3:  Describe the different steps of entering into an OD
The entering and relationship.
contracting process  Explain three key areas to be covered in the contracting
Chapter 4 (Cummings & phase.
Worley 2009)  Discuss personal issues associated with successfully
Chapter 4 (Cummings & entering into an agreement.
Worley 2015)  Give an illustration or a practical application of this
phase in an organisational context.
Study unit 4:  Describe the concept of diagnosis.
Diagnosing organisations,  Explain the need for diagnostic models to guide the OD
groups and jobs process.
Chapters 5 & 6 (Cummings &  Determine the characteristics of open systems.
Worley 2009)  Describe a comprehensive model for diagnosing
Chapter 5 (Cummings & organisational systems.
Worley 2015)  Explain the group diagnostic model.
 Describe individual job level diagnosis.
Study unit 5:  Establish a diagnostic relationship with a client.
Collecting and analysing  Provide an overview of the data collection and
diagnostic information feedback cycle.
Chapter 7 (Cummings &  Compare the four different methods of data collection.
Worley 2009)  Describe sampling and its importance in gathering valid
Chapter 6 (Cummings & diagnostic data.
Worley 2015)  Explain the concept of data analysis.
 Differentiate between the different techniques for
analysing data.
Study unit 6:  Identify and explain the characteristics of effective
Feedback on diagnostic feedback data.
information  Identify and explain the characteristics of successful
Chapter 8 (Cummings & feedback processes.
Worley 2009)  Describe the survey feedback process.
Chapter 6 (Cummings &  Describe the limitations of survey feedback.
Worley 2015)  Summarise the research results of survey feedback.

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SECTION II: THE PROCESS OF PLANNED CHANGE

Study unit 7:  Explain the meaning of an effective OD intervention.
Designing interventions  Describe the contingencies related to the change
Chapter 9 (Cummings & situation.
Worley 2009)  Explain the contingencies related to the target of
Chapter 7 (Cummings & change.
Worley 2015)  Provide an overview of the various types of OD
interventions.
 Explain three levels of organisation that OD
interventions primarily affect.
Study unit 8:  Describe activities contributing to effective change
Leading and managing management.
change  Explain how leadership is linked to change activities.
Chapter 10 (Cummings &
Worley 2009)
Chapter 8 (Cummings &
Worley 2015)
Study unit 9:  Discuss the evaluation of OD interventions.
Evaluating and  Provide a framework for the institutionalisation of OD
institutionalising change interventions.
Chapter 11 (Cummings &
Worley 2009)
Chapter 9 (Cummings &
Worley 2015)
SECTION III: OD INTERVENTIONS
Study unit 10:  Describe coaching as an example of individual
Approaches to human change programmes.
process interventions  Describe process consultation as a change
Chapter 12 (Cummings & intervention.
Worley 2009)  Describe teambuilding as an OD intervention.
Chapter 10 (Cummings &
Worley 2015)
Study unit 11:  Describe the confrontation meeting as an
Organisation process organisation process approach to change.
interventions  Compare the different approaches to improve
Chapter 13 (Cummings & intergroup relations.
Worley 2009)  Discuss the use of large-group interventions.
Chapter 11 (Cummings &
Worley 2015)
SECTION IV: STRATEGIC CHANGE
Study unit 12:  Identify and discuss the characteristics of
Organisation transformation transformational change.
Chapter 20 (Cummings &  Describe culture change as a strategic change
Worley 2009) intervention.
Chapter 18 (Cummings &
Worley 2015)

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3 LECTURERS AND CONTACT DETAILS

3.1 Lecturers

Your lecturers for IOP3705 are Dr Jeremy Mitonga-Monga and Ms Busisiwe Mahlangu.
Please do not hesitate to contact us if you feel uncertain about anything in the study
material or if you experience difficulties with your studies. We are here to help you and
give support where we can, but it is your responsibility to contact us in good time.
Experience has shown that students’ eventual success depends greatly on their
willingness to contact us when they need direction or support.

The general contact details for the Department of Industrial Psychology’s helpdesk are:

E-mail Telephone Fax

+27 12 429 8033
DeptIOP@unisa.ac.za +27 12 429 8368
+27 12 429 8054

Lecturer availability

The lecturer for this module will be available to take phone calls on academic matters
and/or to attend to students who may prefer to visit personally for academic engagement.
However, the days and times of lecturer’s availability will be communicated in the module
page on myUnisa. These days and times are subject to change from time to time in order
to accommodate the lecturer’s work schedule and other commitments. The changes on
the days and times will be communicated by the lecturer in advance through the
announcement option on myUnisa as and when this happen. Students are advised to
check the module page on myUnisa before making phone calls or visiting the lecturer’s
office for academic enquiries/engagements.

All queries that are not of a purely administrative nature but are about the content of this
module should be directed to the module leader and lecturers. Please have your study
material with you when you contact us.

If you wish to communicate with us by post, address your letters to:

The Module Leader (IOP3705)

Department of Industrial and Organisational Psychology
PO Box 392
Unisa
0003

Note: Do not send your assignments directly to the lecturers.

3.2 Department

The department is situated on the 3rd level of the AJH van der Walt Building on Unisa’s
main campus. If you are uncertain about anything or have any queries, please contact the
helpdesk.

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3.3 University

To contact the university, follow the instructions in the brochure Study @ Unisa.
Remember to have your student number available whenever you contact the university.

When you write to a lecturer, please include your student number to enable the lecturer to
help you more effectively.

Physical address: University of South Africa

Preller Street
Muckleneuk
Pretoria

Online address: http://www.unisa.ac.za

4 RESOURCES
4.1 Prescribed book

There is ONLY ONE prescribed book for this module.

Authors: Cummings, TG & Worley, CG (2009)

Title: Organization development and change
Edition: 9th edition
Publisher: South-Western Cengage Learning
ISBN-13: 9780324580532/ISBN-10: 0324580533

OR

Authors: Cummings, TG & Worley, CG (2015)

Title: Organization development and change
Edition: 10th edition
Publisher: Cengage Learning
ISBN-13: 9781133190455/ISBN-10: 1133190456

Please refer to the list of official booksellers and their addresses in Study @ Unisa. The
prescribed book can be obtained from the university’s official booksellers. If you have difficulty
finding the book at these booksellers, please phone the Prescribed Books Section at 012 429
4152 or e-mail them at vospresc@unisa.ac.za.

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4.2 Recommended books

There are no recommended books for this module.

4.3 Electronic reserves (e-Reserves)

There are no e-Reserves for this module.

4.4 Developing your graduateness as a Unisa student

The discipline-specific knowledge that you will gain from your studies for this module will
enable you to develop a fundamental knowledge base of psychological processes in the work
context that will contribute to the improvement of interpersonal work relationships and
organisational effectiveness. However, you will realise in the course of your studies that
increasing internationalisation; the growing proportion of knowledge-intensive work; increasing
use of rapidly evolving information technology; and a new organisation of work based on global
networks, teams and multicultural diversity have all extended the range of capabilities needed
in professional work. The general expectation is that a Unisa graduate will have developed as
a person and acquired – in addition to her or his discipline-specific knowledge – skills and
competencies, broader attributes that equip him or her to be innovative and effective in the
workplace, and that he or she is an active and informed citizen.

Unisa generally expects its graduates to have distinctive graduate qualities that characterise
their graduateness. These qualities are included in the following statement on the
graduateness of a Unisa student (Unisa Curriculum Policy 2010:13 & 14).

Unisa graduates

(i) are independent, resilient, responsible and caring citizens who are able to fulfil and
serve in multiple roles in their immediate and future local, national and global
communities
(ii) have a critical understanding of their location on the African continent with its histories,
challenges and potential in relation to globally diverse contexts
(iii) are able to critically analyse and evaluate the credibility and usefulness of information
and data from multiple sources in a globalised world with its ever-increasing information
and data flows and competing worldviews
(iv) know how to apply their discipline-specific knowledge competently, ethically and
creatively to solve real-life problems
(v) are critically aware of their own learning and developmental needs and future potential

As a student in the Department of Industrial and Organisational Psychology, you are part of
the College of Economic and Management Sciences (CEMS). CEMS aims to create graduates
who are responsible, accountable, relevant and ethical (RARE) citizens in every community
where they live and work. In support of Unisa’s statement on its students’ graduateness,
CEMS focuses on imparting to its students (in addition to the discipline-specific knowledge of
a course or module) a specific set of generic transferable meta-skills and personal attributes
(generally referred to as graduateness skills and attributes) that transcend disciplinary-specific
outcomes. These skills and attributes help students to become competent and professional
graduates who have the potential to make sustained positive contributions to society, their
professions and their workplaces.

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The CEMS framework of graduateness skills and attributes addresses three holistic
overarching attributes that are regarded as important transdisciplinary enabling outcomes of
university education: (1) scholarship (students’ attitude or stance towards knowledge, the way
they think and work, and the tools they use to work effectively), (2) global citizenship (students’
attitude or stance towards the world and living in the world), and (3) lifelong learning (students’
attitude or stance towards themselves and living in the world).

 As scholars, graduates should be leaders in the production of new knowledge and

understanding through inquiry, critique and synthesis. They should be able to apply
their knowledge to solve consequential and complex problems, and communicate their
knowledge confidently and effectively.
 As global citizens, graduates must aspire to contribute to society in a full, meaningful,
ethical and responsible way through their roles as members of local, national and global
communities.
 As lifelong learners, graduates must be committed to and capable of continuous
learning with the purpose of furthering their understanding of the world and their place
in it.

The CEMS generic transferable meta-skills and personal attributes form an integral part of the
generic critical cross-field outcomes listed by the South African government as learning
outcomes that are relevant throughout life for all South African citizens. As an integral part of
the CEMS framework of graduateness skills and attributes, these generic learning outcomes
enable graduates to continue to be proactive, enterprising learners who are flexible and able
to adapt to change throughout their careers and professional lives.

Apart from helping you to develop the required applied competences outlined in the purpose
statement of the module, the learning and assessment activities have been designed to enable
you to develop the graduateness skills and attributes expected from a CEMS graduate.
Developing and applying the graduateness skills and attributes by completing the various
learning and assessment activities will help you to master the disciplinary-specific learning
outcomes and applied competences specified for this module.

While studying, doing your assignments or implementing theory in the work situation, you
should try to be constantly aware of your effectiveness in displaying and using the applied
competencies listed above in the purpose statement and the graduateness skills and attributes
summarised in the table below. This will give you a broader understanding of your own skills
and acquired effectiveness as a Unisa graduate.

CEMS generic transferable meta-skills and personal attributes:

 Interactive skills: These skills relate to (1) the effective and efficient use of the English
language and technology when communicating with others and (2) the ability to
function effectively and efficiently as a person when communicating and interacting
with people from diverse cultures, backgrounds and authority levels.
 Problem-solving and decision-making skills: These skills relate to being creative and
proactive in the process of finding a solution to a recognised but often ill-defined
problem or problematic and complex situation.
 Continuous learning orientation: This involves being cognitively open to lifelong
learning and willing to proactively engage in acquiring new knowledge, skills and
abilities throughout one’s life and career in reaction to and anticipation of changing
technology and performance criteria.

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 Enterprising skills: These skills involve being adventurous, applying critical thinking and
initiative, and being proactive when engaging in economic activities or undertakings
either to create or operate an enterprise of one’s own or to be a substantial contributor
to an enterprise as an employee. Being enterprising also means that one is able to
recognise and is adept at dealing with organisational or team politics.
 Presenting and applying information skills: These skills refer to the ability to clearly and
convincingly communicate knowledge, facts, ideas and opinions (oral and written) in
order to offer solutions to problems (either for one’s personal benefit or for the benefit
of one’s community or workplace).
 Goal-directed behaviour: This refers to the ability to be proactive and apply initiative to
achieve one’s goals, accomplish tasks or meet deadlines. Setting realistic goals,
developing plans and taking action to achieve one’s goals, accomplish tasks and meet
deadlines are core elements of goal-directed behaviour.
 Ethical and responsible behaviour: This involves accepting full responsibility for and
taking the lead in upholding the code of moral beliefs and values of one’s profession,
community and/or workplace.
 Analytical thinking skills: Analytical thinking implies being able to employ logic,
reasoning and analysis in competently explaining information and data, and being able
to draw insightful conclusions from this data analysis.

The diagram below (Figure 1) is an excellent representation of the type of graduate we would
like you to be. In a global knowledge-based economy and society, employers’ perceptions
about the quality of graduates from higher education institutions such as Unisa, their
employability and general work readiness increasingly influence graduates’ transition into
employment. Your employability as a graduate is an important aspect of your overall
graduateness. It relates to your subjective career and involves a sense of self-directedness or
personal agency in retaining or securing a job or form of employment based on a set of
personal career-related attributes and dispositions generally promoted by employers and
researchers as an alternative to job security in an uncertain employment context. In this
module, you will learn more about these employability attributes. As shown in the figure below,
developing your graduateness skills and attributes will provide you with the tools necessary to
be regarded as a valuable employee or candidate in the 21st-century world of work. Research
has shown that graduates’ graduateness significantly predicts their employability.

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Global Citizen

Scholarship Lifelong Learning

GRADUATENESS

SKILLS & ATTRIBUTES

Presenting & Applying
Interactive Information
Problem-solving
& Decision-making STUDENT Goal-directed
CENTRED
Continuous Learning Ethical &
Orientation Responsible
Analytical Thinking
Enterprising
Skills

EMPLOYABILITY

RARE
Ethical
Accountable

Responsive
Responsible

CURRICULUM, TEACHING, LEARNING & ASSESSMENT DESIGN

Figure 1: Student graduateness skills and attributes (Holtzhausen 2011)

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5 STUDENT SUPPORT SERVICES

For information on the various student support systems and services available at Unisa (for
example student counselling, tutorial classes and language support), please consult Study @
Unisa.

5.1 Contact with fellow students: Study groups

It is advisable to have contact with fellow students. One way to do this is to form study groups.
The addresses of students in your area may be obtained from the following department:

Directorate: Student Administration and Registration

PO Box 392
UNISA
0003

5.2 Online support for IOP3705: myUnisa and discussion forums

5.2.1 myUnisa

If you have access to a computer that is linked to the internet, you can quickly access
resources and information at the university. The myUnisa learning management system is
Unisa's online campus where you can communicate with your lecturers, with other students
and with the administrative departments of Unisa – all through the computer and the internet.
To go to the myUnisa website, start at the main Unisa website (http://www.unisa.ac.za) and
click on the Login to myUnisa link on the right-hand side of the screen. This should take you
to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za.

Please consult Study @ Unisa for more information on myUnisa.

5.2.2 Discussion forums

We will follow a blended learning approach in this module. This means that you will receive a
study guide and other paper-based resources, but there is also an online component where
you can participate in discussion forums and access additional resources. Online participation
in this module is voluntary and students who do not or cannot participate will not be penalised.

Benefits of online participation

Everyone gets an equal opportunity to state his or her views and share experiences. As
students, you will become part of a learning community and will get the opportunity to develop
and improve the following skills:

 technological skills, such as using the internet and the online campus, accessing
resources electronically, using e-mail and attaching files electronically
 communication skills, such as expressing your thoughts in written form and writing in an
academically acceptable manner
 critical thinking and problem-solving skills, such as substantiating your viewpoints and
supporting them with research
 lifelong learning skills, which entail becoming an independent lifelong learner by
managing your time so that you regularly participate in discussion forums

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 reflective thinking and self-evaluation skills, because many online discussion activities
will require you to reflect on what you are studying and researching and to share this
with others

The discussion topics on our discussion forums are directly related to critical issues linked to
the learning outcomes and assessment activities. In this module, we also use discussion
forums to create opportunities for improved communication and collaborative learning.
What you can expect from your lecturers

Remember that the online discussion forum is not the same as an e-mail/letter to the lecturer
or a chatroom. For this module, we will use the online discussion forum for academic purposes.
There are other pages on the Unisa website where you can ask questions relating to
administration ─ not on our discussion forum! The discussions will be based on topics related
to the module which you will receive either from the lecturers or from others involved in the
module. You will be able to reply to their messages and the subject line will be connected. We
will give you more instructions about this on the discussion forum.

Note: The online discussion forum cannot be used for personal e-mails or letters to your
lecturers. This means that we will not answer each and every message with a personal reply.
Online discussion forums are more like class discussions in a face-to-face classroom, where
the lecturer asks a question and several students can answer. The lecturer then comments at
the end, or if there is a problem and so on.

Purpose of online discussion forums for this module

The discussion forum provides you with opportunities to

 discuss and clarify critical issues in the subject area

 share experiences and ideas with peers and lecturers
 solve problems collaboratively
 debate topical issues
 raise critical questions about the topic under discussion
 find out the most recent developments in the subject area
 get immediate feedback on assignments
 access additional resources for this module
 access additional links related to other topics in this subject/discipline

Online resources

We realise that, as a distance education student, you cannot always visit the library to search
for information. Therefore, we have created a space for online resources on the module
website which you can access whenever you need to do this.

On this site, you will find the following:

 electronic copies of study guides and tutorial letters

 a direct link to the library
 PowerPoint presentations
 summaries of contact sessions
 summaries of discussion forums
 links to other websites

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How to get onto the web page

Unisa’s online learning system is called myUnisa. The web address for myUnisa is
https://my.unisa.ac.za. The first time when you access this website, you will be required to
complete a joining procedure and allocate yourself a password. Look for the Join myUnisa
link on the web page. Note that you cannot join myUnisa without a functional e-mail address.
Make sure that you verify all your details carefully when you complete the joining procedure.
Once you have joined successfully, you will be able to access information about all your
modules once you have registered. There will also be a helpdesk to help you with any
problems you might have about how to get to the online module pages.

If you really CANNOT go online

We realise that some students who have registered for this module may not have any or
regular access to a computer or the internet. If you really cannot access the internet to join the
online discussion forums, we will make alternative arrangements. However, as a registered
student for this module, it is advisable that you access myUnisa and the module site at least
several times a month during the semester.

The Unisa Library

The librarian who is responsible for the information needs of the Department of Industrial
and Organisational Psychology is:

Mélanie Malan
malanmm@unisa.ac.za
Tel: +27 12 4293595
Fax2email: +27 86 659 8536

Unisa Library login

You will be required to provide your login details (your student number and your myUnisa
password) to access the library’s online resources and services. This will enable you to

 view or print your electronic study material

 request library material
 view and renew your library material
 use the library’s e-resources

6 STUDY PLAN
Please start to study early and work through the material systematically. Your work programme
consists of more than simply completing and submitting assignments. You have to work
through all the study material and complete the activities in the study guide. The due dates of
the assignments should give you enough time to work through the relevant literature and
prepare for the examination. If you stick to the timeframe, you will not need to cram the night
before the examination.

We believe that by using a work schedule, you can structure your learning activities. The
following is a suggested schedule; please adapt it to suit your needs.

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Notes
(for example
WORK SCHEDULE – Activities per week Check when
contact
(more or less from 1 February for Semester 1 completed
lecturer/speak to
or from 1 July for Semester 2) √
peer/tutor/go to
library)

Read and understand Tutorial Letter 101.

Week 1 Read and understand Study @ Unisa.
Complete registration for myUnisa.

Read Study Unit 1: General introduction to OD.

Read Study Unit 2: The OD practitioner.
Complete the exercises in Study Units 1 and 2
in the study guide.
Week 2 Study Chapters 1, 2 and 3 in the prescribed
book.
Study all the prescribed parts of the study guide.
Complete all the activities.
Answer the test-yourself questions.
Log in to myUnisa to check for
 important new messages
 additional discussions
 additional resources
Read Study Unit 3: Entering and contracting
process.
Complete the exercises in Study Unit 3 in the
study guide.
Study Chapter 4 in the prescribed book.
Study all the prescribed parts of the study guide.
Week 3 Complete all the activities.
Answer the test-yourself questions.
Log in to myUnisa to check for
 important new messages
 additional discussions
 additional resources
Read Study Unit 4: Diagnosing organisations,
groups and jobs.
Complete the exercises in Study Unit 4 in the
study guide.
Study Chapters 5 and 6 in the prescribed book.
Study all the prescribed parts of the study guide.
Week 4 Complete all the activities.
Answer the test-yourself questions.
Log in to myUnisa to check for
 important new messages
 additional discussions
 additional resources

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Notes
(for example
WORK SCHEDULE – Activities per week Check when
contact
(more or less from 1 February for Semester 1 completed
lecturer/speak to
or from 1 July for Semester 2) √
peer/tutor/go to
library)
Read Study Unit 5: Collecting and analysing
diagnostic information.
Read Study Unit 6: Feedback on diagnostic
information.
Complete the exercises in Study Units 5 and 6
in the study guide.
Study chapters 7 and 8 in the prescribed book.
Week 5 Study all the prescribed parts of the study guide.
Complete all the activities.
Answer the test-yourself questions.
Log in to myUnisa to check for
 important new messages
 additional discussions
 additional resources

COMPLETE AND SUBMIT ASSIGNMENT 01.

Check the due date of the first assignment.
Week 6 Make sure that you complete all the questions
according to the required standards.
Make sure that you submit on time!

Week 7 – FIRST ASSIGNMENT DUE!

Read Study Unit 7: Designing interventions.

Read Study Unit 8: Leading and managing
change.
Complete the exercises in Study Units 7 and 8
in the study guide.
Study Chapters 9 and 10 in the prescribed
book.
Week 8 Study all the prescribed parts of the study guide.
Complete all the activities.
Answer the test-yourself questions.
Log in to myUnisa to check for
 important new messages
 additional discussions
 additional resources
Read Study Unit 9: Evaluating and
institutionalising change.
Complete the exercises in Study Unit 9 in the
study guide.
Week 9
Study Chapter 11 in the prescribed book.
Study all the prescribed parts of the study guide.
Complete all the activities.
Answer the test-yourself questions.

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Notes
(for example
WORK SCHEDULE – Activities per week Check when
contact
(more or less from 1 February for Semester 1 completed
lecturer/speak
or from 1 July for Semester 2) √
to peer/tutor/go
to library)
Read Study Unit 10: Approaches to human
process interventions.
Week 10
Read Study Unit 11: Organisation process
interventions.
Complete the exercises in Study Units 10 and
11 in the study guide.
Study Chapters 12 and 13 in the prescribed
book.
Study all the prescribed parts of the study guide.
Week 10 Complete all the activities.
Answer the test-yourself questions.
Log in to myUnisa to check for
 important new messages
 additional discussions
 additional resources
Read Study Unit 12: Organisation
transformation.
Complete the exercises in Study Unit 12 in the
study guide.
Study Chapter 20 in the prescribed book.
Study all the prescribed parts of the study guide.
Week 11 Complete all the activities.
Answer the test-yourself questions.
Log in to myUnisa to check for
 important new messages
 additional discussions
 additional resources

COMPLETE AND SUBMIT ASSIGNMENT 02.

Check the due date of the second assignment.
Week 12 Make sure that you complete all the questions
according to the required standards.
Make sure that you submit on time!

Week 13 – SECOND ASSIGNMENT DUE!

REVISION
Do Assignment 03 as part of your revision.
Work through previous examination paper
Week 14
questions as part of your revision.
Make notes of important information in the study
units and revise for the examination.

CHECK AND CONFIRM THE DATE AND VENUE OF THE IOP3705 EXAMINATION.

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Notes
(for example
WORK SCHEDULE – Activities per week Check when
contact
(more or less from 1 February for Semester 1 completed
lecturer/speak
or from 1 July for Semester 2) √
to peer/tutor/go
to library)
REVISION
 Study for the examination:
o Study answers to previous examination
questions that you worked out
previously.
Week 15 o Study the answers in feedback Tutorial
Letter 201.
o Study the answers to Assignment 03
that you worked out previously.
o Study any revision notes on the study
units.

CHECK AND CONFIRM THE DATE AND VENUE OF THE IOP3705 EXAMINATION.

7 PRACTICAL WORK AND WORK-INTERGRATED LEARNING

There is no practical work for this module.

8 ASSESSMENT
8.1 Assessment plan

The assessment plan includes two compulsory assignments for Semesters 1 and 2. We
recommend that you also complete Assignment 3 (self-assessment) so that you cover the
entire module and get practice in answering different types of questions.

Examination admission

Note: To enable you to benefit fully from our tuition and assessment, the Unisa management
decided to introduce at least two compulsory assignments for all modules. The compulsory
assignments are different for Semester 1 and Semester 2, and you must ensure that you do
the assignment set for the semester for which you are registered.

Your mark for the assignments will not influence your examination admission. However, your
marks for each of the two compulsory assignments will contribute 50% towards your year
mark (out of 20%), which will be added to your examination mark. Please see the following
box.

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How will this work in practice?

FINAL MARK = YEAR MARK + EXAMINATION MARK

Your year mark, which will be based on the average mark you obtained for the two compulsory
assignments (each contributes 50%), will contribute 20% and your examination mark will
contribute 80% to your final mark for this module. The combined weighted average of your
year mark and examination mark must be 50% or higher for you to pass the module. However,
you must obtain a minimum of 40% in the examination regardless of your year mark. If you
obtain less than 40% in the examination, you will fail the module.

For example:

Assignment marks of = 70% and 70% = 140/2= 70%

20% of the assignment marks = 14%

Examination mark = 50%

80% of the examination mark = 40%

Final mark = (20% assignment marks) + (80% examination mark)

= 14% + 40%
= 54%

Remember that the better your assignment marks, the better your year mark. For example
80% = 16 year mark and 30% = 6 year mark. It is therefore imperative that you do well in both
assignments to obtain the benefit of good marks added to your examination mark. Please
ensure that your assignments reach the Department of Student Assessment Administration
(Assignments) at Unisa on time. If your assignments are not submitted on time, you will not
gain examination admission and you will not obtain a year mark.

Answering essay-type assignment questions

When you answer essay-type questions, it is important that you use the prescribed material.
No marks will be given for facts that are correct but unrelated to the prescribed material or the
question – thus it is important to read the questions carefully and answer what is asked.

It is always good if you structure your answers to essay questions as follows:

 Give a short introduction and conclusion.

 Use paragraphs.
 Use headings and subheadings.
 Number points/answers/headings/subheadings where possible – which make it easier
for examiners to give marks because they do not have to go and search for the facts.
 Try not to leave large open spaces or open pages.
 Make sure the details on your assignment cover are correct.

Some students are uncertain about the length of an answer. The length of an answer depends
on the type of question – a very general guideline is that you should give a fact for every mark
allocated:

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 If a question counts 10 marks (for example), give 10 facts. A fact is not just one word;
answer in full sentences.
 Always give examples when asked for examples.
 In the case of “name-only” questions, only name and number the answers or statements.
 5-mark questions can be answered on half a page to one page.
 10-mark questions can be answered on one and a half to two pages.
 15-mark questions should not be longer than three pages.

Note: If you will hand in a handwritten assignment, write legibly ─ otherwise it is difficult to
give marks.

Answering multiple-choice assignment questions

Many students find multiple-choice questions difficult to answer. Your task is to identify the
correct answer (that is, the best answer from the options given). Always read the answer
options carefully instead of jumping to the conclusion that a particular one must be the best
option. Do not rely on being able to answer multiple-choice questions correctly merely by
recognising the correct answer. You can identify the correct answer by studying a multiple-
choice question as though it is a short answer or essay test. Feedback on Assignments 01,
02 and 03 will be in the form of guidelines as Tutorial Letter 201 after the closing dates of the
assignments.

8.2 Assignment numbers

8.2.1 General assignment numbers

The assessment plan consists of two assignments for Semesters 1 and 2.

8.2.2 Unique assignment numbers

The unique numbers of the assignments are:

SECOND
FIRST SEMESTER
ASSIGNMENT NUMBER SEMESTER
UNIQUE NUMBER UNIQUE NUMER
Assignment 01 784162 712515
Assignment 02 722144 715489

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The due dates for the submission of the assignments are:

SECOND
FIRST SEMESTER
ASSIGNMENT NUMBER SEMESTER
DUE DATE DUE DATE
Assignment 01
Compulsory – provides examination
12 March 2018 31 August 2018
admission and constitutes 10% of your
year mark
Assignment 02
Compulsory – provides examination
09 April 2018 03 October 2018
admission and constitutes 10% of your
year mark
Assignment 03 (self-assessment) Not compulsory – complete but do not
submit

8.3 Submission of assignments

You have to complete the assignments and submit it either by post or electronically via
myUnisa. For detailed information on and the requirements for the assignments, see Study @
Unisa.

The assignments should be addressed to:

Department of Student Assessment Administration (Assignments)

PO Box 392
UNISA
0003

To submit an assignment on myUnisa:

 Go to myUnisa.
 Log in with your student number and password.
 Select the module.
 Click on Assignments in the menu on the left-hand side of the screen.
 Click on the number of the assignment that you want to submit.
 Follow the instructions.

Remember to indicate the unique number of the assignment.

NOTE: No extension will be granted to submit assignments. The due dates have been set in
compliance with the academic planning dates of the university and allow adequate time for the
preparation and technical completion of assignments.

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8.4 The assignments

8.4.1 Assignments for Semester 1

COMPULSORY WRITTEN ASSIGNMENT 01 FOR SEMESTER 1

(For examination admission and 50% of year mark out of 20)

Due date: 12 March 2018

Unique number: 784162

BASED ON STUDY UNITS 1, 2, 4, 6 and 8 IN THE STUDY GUIDE

Note: You may submit the assignment before its due date but it will not be marked
before the due date.

CASE STUDY

Read the following case study carefully and answer the questions that follow.

Daniel Ndowe recently joined a consulting firm in Johannesburg as an organisational

development (OD) consultant. He believed that the company could offer him a great
opportunity to learn, especially since the chief executive officer, David Djese, had several
years of experience and is an expert in OD. The firm was expanding rapidly and getting new
clients. A few weeks after starting at the firm, Daniel had to arrange a meeting with his first
client, a small manufacturing company. David told him: “I’ve met with the client. They are
important and this is potentially a great opportunity for us. They need assistance with some
long-term strategic planning since they recently acquired another plant and added new
products. You’ll be meeting with the president for an initial discussion.” As Daniel prepared for
the initial meeting, he examined the client’s financial records, annual report, trends in the
industry and thought about the issues David had identified. When Daniel walked into the
meeting, he was greeted by an entire management team! They expressed eagerness to start
working on the important issue of improving the business’s key processes and felt an expert
in continuous quality improvement such as Daniel was exactly what they needed. Daniel was
bombarded with questions about quality, cutting costs and technical details. The internal OD
consultant also questioned Daniel on how he thought the changes in the organisation could
be implemented. He felt totally overwhelmed. Nothing that David had said about the issues
facing the company was discussed and, worse, it was clear that he had sold him to them as
an expert in continuous quality improvement. Daniel avoided a disastrous meeting by
proposing that the management team first provide him with some information about the history
of the organisation and that they should meet again the following week. When Daniel
confronted David, he said: “These people don’t really know what they need! These are
buzzwords – but if continuous quality improvement is what they want, you’ll give it to them!”

QUESTION 1

(a) Planned change can differ greatly from one organisation to another. Discuss the four
activities involved in the general model of planned change and say whether you think
these activities were adhered to in the above scenario. (12)

(b) Describe the differences between the external consultant and the internal consultant
at each stage of the general model of planned change. (8)

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(c) In the case study, Daniel was confronted with several issues. Explain the ethical
dilemmas that OD practitioners encounter and indicate the ethical issues applicable in
the case study. (5)
[25]

QUESTION 2

(a) Based on the open-systems theory, organisations can be diagnosed at three levels.
Discuss the inputs, design components and outputs that underline diagnosis at the
organisational level. (10)

(b) Change can generate deep resistance in people and in organisations, making it difficult
to implement organisational improvements. Discuss three major strategies for dealing
with resistance to change. (6)

(c) The most important step of the diagnostic process is to provide feedback on the
diagnostic information to the client organisation. Discuss nine properties of effective
feedback data. (9)

TOTAL: [50]

COMPULSORY MULTIPLE-CHOICE ASSIGNMENT 02 FOR SEMESTER 1

(For examination admission and 50% of year mark out of 20)

Due date: 09 April 2018

Unique number: 722144

BASED ON ALL THE STUDY UNITS IN THE STUDY GUIDE

Note: You may submit the assignment before its due date but it will not be marked before
the due date.

Please complete the mark-reading sheet according to the instructions on the sheet.
Please indicate the unique number for IOP3705: 722144.

1. The following are included in the definition of organisational development (OD)

except that OD _____.

1) is concerned with planned change

2) is based on behavioural science knowledge
3) encompasses strategy, structure and process changes
4) is change management

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2. The following are the “stems” of OD except _____.

1) laboratory training
2) environmental analysis
3) action-research survey feedback
4) participative management and quality of work life

3. The design components of organisation-level diagnosis consist of __________.

1) personal characteristics
2) structure
3) group norms
4) organisation design

4. At an individual level, fit represents the alignment between __________.

1) the inputs and design components of groups

2) the organisation design and the group design
3) job design and personal characteristics
4) the group design and the environment

5. The major inputs of group-level diagnosis consist of __________.

1) organisation design
2) task structure
3) goal clarity
4) performance norms

6. A diagnostic relationship is ultimately based on __________.

1) the time taken to create the relationship

2) trust
3) mutual influence
4) goal congruence

7. Observations can be particularly helpful in diagnosing ______.

1) organisation structure
2) organisational control structures
3) interpersonal relations
4) performance appraisal systems

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8. Data analysis is usually guided by the __________.

1) client system
2) organisation
3) conceptual model underlying a diagnosis
4) type of data collected

9. Which one of the following is true about interventions?

1) They are derived from strong “causal” relationships.

2) Only a few interventions have been subject to evaluative research.
3) They always have a great impact on some sort of organisational functioning.
4) None of the above.

10. Interventions mainly strive to change __________ an organisation.

1) the cultural context of

2) specific features of
3) the external environment of
4) the number of people in

11. The following are part of the five activities of effective change management except
__________.

1) diagnosing issues
2) creating a vision
3) motivating change
4) developing support

12. Understanding how an intervention is progressing is an example of __________

feedback.

1) intervention
2) implementation
3) evaluation
4) personal

13. The following are strategies for dealing with resistance to change except _______.

1) empathy and support

2) the diagnosis of resistance
3) communication
4) participation and involvement

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14. The results of teambuilding can be classified into three main areas except ______.

1) the results specific to only one individual

2) the results specific to the group’s operation
3) the results affecting the group’s relationships
4) the results specific to one or more individuals

15. The most common focus of teambuilding activities is behaviour that is related to
_______.

1) leadership skills
2) organisation structure
3) group processes
4) individual performance

16. The following are process consultation interventions except ________.

1) agenda setting
2) feedback on observations
3) group norms and growth
4) coaching

17. Which of the following is not characteristic of reengineering?

1) It involves a fundamental rethinking of the work.

2) The vertical disaggregation of the structure.
3) The radical redesign of business processes.
4) It is associated with downsizing and work redesign.

18. Evaluation provides information to __________.

1) assess the long-term results of OD interventions

2) implement change programmes
3) assess an organisation’s normal functioning
4) 1 and 2

19. The following are parts of the definition of organisational culture except_______.

1) basic assumptions on how organisational problems should be solved

2) norms guiding how members behave
3) values that identify what is important in the organisation
4) products and services supplied to customers

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20. The competing values approach views culture as a _______.

1) resolution of value dilemmas

2) search for the right set of values
3) fight among groups for the best culture
4) simple clarification of what is important

21. One of the ethical dilemmas the OD practitioner experiences concerns __________.

1) lack of training
2) the misuse of data
3) improper diagnosis
4) personality conflict

22. Group effectiveness is __________.

1) an output at the group level

2) a design component at the job level
3) an output at any level of the open-systems model
4) a design component at the group level

23. As the quality-of-worklife (QWL) movement evolved, it fostered a new phase of activities
known as _______.

1) large group interventions

2) reward system changes
3) employee involvement
4) teambuilding

24. Establishing a “diagnostic relationship” refers to __________.

1) getting to know the clients one-on-one

2) regularly meeting organisational members
3) clarifying expectations between relevant organisational members and the
consultant
4) gathering data with organisational members

25. Group-level diagnosis focuses on _______.

1) inputs, task variety and outputs

2) the job design of a larger organisation
3) goal clarity, task structure, group composition, group functioning and
performance norms
4) human resources, structure, culture and measurement systems
TOTAL: [25]

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NON-COMPULSORY ASSIGNMENT 03: SELF-ASSESSMENT

(Complete but do not submit – use the feedback tutorial letter for self-assessment)

BASED ON STUDY UNITS 1, 2, 7 AND 12 IN THE STUDY GUIDE

QUESTION 1

Compare and contrast Lewin’s change model, the action research model and the positive
model. Conclude your discussion by describing the strengths and weaknesses of these
models. (25)

QUESTION 2

Describe the competent OD practitioner and briefly discuss the basic skills and knowledge that
all OD practitioners should have to be effective. (10)

QUESTION 3

Give an overview of the different types of intervention and provide examples of each type.
(12)

QUESTION 4

Briefly discuss the three approaches that OD consultants use to diagnose organisational
culture. (3)

TOTAL: [50]

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8.4.2 Assignments for Semester 2

COMPULSORY WRITTEN ASSIGNMENT 01 FOR SEMESTER 2

(For examination admission and 50% of year mark out of 20)

Due date: 31 August 2018

Unique number: 712515

BASED ON STUDY UNITS 3, 5, 7 AND 8 IN THE STUDY GUIDE

Note: You may submit the assignment before its due date but it will not be marked before
the due date.

CASE STUDY

Read the following case study carefully and answer the questions that follow.

Café Brie is a restaurant on a university campus for students who purchase “meal plans” as
well as cash-paying customers. Recently, Café Brie experienced various problems relating to
interpersonal relationships and relations between groups. Examples include poor
communication and decision making, dysfunctional conflict and ineffective group relations.
Drew, Café Brie’s manager, contacted the Association for Professional OD practitioners
(APOD) for assistance in solving the problems. After interviewing possible candidates and
requesting references from clients, Drew contracted Amy from OD Solutions Ltd. Drew
described the situation at Café Brie and i to gain a clearer perspective on organisational
issues, Drew and Amy reached an agreement to gather preliminary data. After several days,
data was collected by means of the Organisational Culture Assessment Questionnaire.
Various students as well as full-time and temporary employees participated in the process.
After the data collection, the consultants from OD Solutions Ltd used various methods to
analyse the data ranging from simple descriptive statistics (such as means, standard
deviations and frequency distributions) to more sophisticate multivariate analysis. During this
process, the consultants had to make sense of the data collected and determine the purpose
and design of a feedback session with their conclusions and recommendations. During the
feedback session, OD Solutions Ltd proposed various types of change programmes to
address the challenges experienced at Café Brie, including process consultation and
teambuilding.

QUESTION 1

Entering an organisation system is one of the more difficult aspects of OD. Discuss the
different steps of entering into an OD relationship. Was this sequence of activities followed in
the case study? Substantiate your answer with relevant examples. (15)

QUESTION 2

There are four major techniques for gathering diagnostic data. Identify and discuss the data
collection method used in the case study. Conclude your discussion by describing the primary
strengths (advantages) and weaknesses (potential problems) of using this particular data
collection method. (10)

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QUESTION 3

Techniques for analysing data include qualitative and quantitative tools. Briefly distinguish
between qualitative and quantitative data analysis techniques, and indicate which technique
was used in the case study. (5)

QUESTION 4

Define the term “intervention” and describe the major type of planned change (intervention)
Amy should implement at Café Brie to address the problems mentioned in the case study.
(5)

QUESTION 5

The diversity of practical advice for managing change can be organised into five major
activities. Identify and discuss the five activities that contribute to effective change
management. (15)

TOTAL: [50]

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COMPULSORY MULTIPLE-CHOICE ASSIGNMENT 02 FOR SEMESTER 2

(For examination admission and 50% of year mark out of 20)

Due date: 3 OCTOBER 2018

Unique number: 715489

BASED ON ALL THE STUDY UNITS IN THE STUDY GUIDE

Note: You may submit the assignment before its due date but it will not be marked before
the due date.

Please complete the mark-reading sheet according to the instructions on the sheet
and indicate the unique number for IOP3705: 715489.

1. Which of the following statements forms part of the definition of organisational development
(OD)?

1) OD applies to the entire system.

2) OD is based on knowledge of behavioural science.
3) OD encompasses changes in strategy, structure and process.
4) All of the above.

2. Strategic change interventions involve improving _______.

1) the relationship between organisational strategy and the economic environment

2) the organisation’s relationship with its environment
3) the fit between the organisation’s technical, political and cultural systems
4) all of the above

3. Which theory of planned change serves as the foundation for appreciative inquiry?

1) The Positive model.

2) The Action research model.
3) Lewin’s change model.
4) The Strategic change model.

4. When dealing with an under-organised organisation, the steps taken by the action
researcher in the process of change are ___________.

1) identification, convention, organisation and evaluation

2) identification, feedback, action and evaluation
3) definition, convention, action and evaluation
4) identification, action, convention and evaluation

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5. One of the ethical dilemmas of the OD practitioner concerns _______.

1) the misuse of data

2) personality conflict
3) improper diagnosis
4) lack of training

6. Which of the following is generally correct about OD practitioners?

1) They use OD principles in their profession.

2) They may have a common set of humanistic values.
3) They have similar training, skills and knowledge.
4) All of the above.

7. The following are “core” skill of an OD practitioner except ________.

1) intrapersonal skills
2) general-consultation skills
3) interpersonal skills
4) financial-management skills

8. The process of entering a client system consists of _______.

1) clarifying the issue, determining the relevant client and selecting a practitioner
2) agreeing that the client has a problem and determining the appropriate action plan
3) walking around and getting a sense of the culture
4) clarifying the issue, mapping political processes and negotiating with the client

9. The following are steps of the contracting process except __________.

1) determining what each party wants from the OD process

2) estimating the time and resources that will be devoted to the OD process
3) determining the project that will bring about change
4) determining the ground rules for working together

10. The open systems model has the following properties: _______.

1) inputs, transformations and outputs

2) contribution, training and outputs
3) diagnosis, feedback and change
4) alignment, structure and measurement

11. Diagnostic models incorporate _______.

1) scientific models of how organisations function

2) conceptual frameworks of how organisations function
3) intuitive “hunches” of how organisations function
4) all of the above

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12. At an individual job level, fit represents alignment between _______.

1) the inputs and design components of groups

2) the organisation design and the group design
3) job design and personal characteristics
4) group design and the environment

13. Group-level diagnosis examines _______.

1) inputs, human resources, task variety, organisational culture and industry structure
2) the job design and structure of a larger organisation
3) goal clarity, task structure, group composition, group functioning and performance
norms
4) human resources, structure, culture and measurement systems

14. Establishing a diagnostic relationship refers to _______.

1) the consultant getting to know the client one-on-one

2) regular meetings between the consultant and relevant organisational members
3) clarifying expectations between relevant organisational members and the consultant
4) gathering data with relevant organisational members

15. Observations can be particularly helpful in diagnosing _______.

1) organisational structure
2) organisational control structures
3) performance appraisal system
4) interpersonal relations

16. The assumption underlying the use of survey feedback in OD is that surveys _______.

1) can provide feedback to the organisation and be used to initiate change

2) are the quickest way to collect data
3) enable one to collect a great deal of data to be used only by the management
4) and their responses are very accurate and easy to interpret

17. Which of the following is most likely to produce change after feedback on diagnostic data?

1) The feedback process creates resistance and anxiety in members of the organisation.
2) The feedback creates no energy to change among members.
3) Organisational processes support turning energy into action.
4) Formal organisational structures exist.
18. Which of the following are true about OD interventions?

1) They are derived from strong “casual” relationships.

2) Only a few interventions have been subject to evaluative research.
3) They always have a great impact on organisational functioning.
4) None of the above.

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19. The following are types of OD interventions except _________ interventions.

1) human processes
2) strategic
3) techno-structural
4) management style

20. Diagnosis helps OD practitioners to ________.

1) address the sequence of change activities

2) evaluate effective change interventions
3) gather information necessary to design change interventions
4) create positive change actions and results

21. The following are considered strategies for dealing with resistance to change except
__________.

1) avoiding conflict
2) making change information available and salient
3) including members in planning and implementing change
4) practising active listening

22. The following are results of teambuilding except__________.

1) affecting the group’s operation

2) being specific to only one individual
3) affecting the group’s relationships
4) Being specific to one or more individuals

23. The most common focus of teambuilding activities is behaviour related to ____________.

1) leadership skills
2) organisational structure
3) group processes
4) individual performance

24. The competing values approach views culture as ________.

1) the resolution of value dilemmas

2) a search for the right set of values
3) a fight among groups for the best culture
4) simple clarification of what is important

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25. Which of the following is not a characteristic of transformational change?

1) triggered by environmental disruptions

2) systemic and revolutionary
3) driven by management
4) triggered by patterns of assumptions
TOTAL: [25]

NON-COMPULSORY ASSIGNMENT 03: SELF-ASSESSMENT

(Complete but do not submit – use the feedback tutorial letter to self-assessment)

BASED ON STUDY UNITS 1, 4, 8 AND 9 IN THE STUDY GUIDE

QUESTION 1

Once it is determined that changes have been implemented and are effective, attention is
directed at institutionalising the changes. Illustrate and discuss a framework for identifying the
factors and processes that contribute to the institutionalisation of OD interventions. (25)

QUESTION 2

Distinguish between organisational development (OD), change management and

organisational change. (10)

QUESTION 3

Based on the open-systems theory, organisations can be diagnosed at three levels. Discuss
the inputs, design components and outputs that underline diagnosis at the organisational level.
(10)

QUESTION 4

Once organisational changes are under way, explicit attention must be directed to sustaining
energy and commitment to implement them. Identify and briefly discuss the five activities that
can help to sustain momentum for carrying change through to completion. (5)
TOTAL: [50]

8.5 Other assessment methods

There are no other assessment methods for this module.

8.6 The examination

For general information and the requirements as far as examinations are concerned, see
Study @ Unisa.

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8.6.1 The examination period

This module is offered in a semester period of 15 weeks. This means that if you are registered
for the first semester, you will write the examination in May/June 2018; the supplementary
examination will be written in October/November 2018. If you are registered for the second
semester, you will write the examination in October/November 2018; the supplementary
examination will be written in May/June 2019. During the semester for which you are
registered, the Examination Section will provide you with information about the examination in
general, the examination venue and the examination date.

The pass mark for this module is 50%. If you do not pass and are admitted to the
supplementary examination, you will be able to rewrite the examination in the next semester.
If you fail, you will have to register again for this module. This tutorial letter will also apply to
the next semester.

The assignment questions are an indication of the types of questions that can be asked in the
examination. Although some assignment questions may be included, the majority of
examination questions will be new. We want to encourage you to study thoroughly and with
insight, and not merely to memorise answers to speculative questions.

8.6.2 Previous examination papers

Previous examination papers are available to students on myUnisa. However, we advise

you not to focus on these examination papers only, as the content of the modules – and
therefore of the examination papers – changes from year to year. You may, however, accept
that the type of questions that will be asked in the examination will be similar to the questions
asked in the activities in the study guide and in the assignments.

8.6.3 Format of the examination paper

The composition of the examination paper will be as follows:

Total number of marks: 75

Pass mark: 50%
Duration: 2 hours

Section A: Multiple-choice questions [25 marks]

Section B: Paragraph questions (case study) [25 marks]
Section C: Paragraph questions (a choice between questions) [25 marks]

Tutorial letter with information on the examination

To help you in your preparation for the examination, you will receive a tutorial letter that will
explain the format of paper and set out clearly what material you have to study for the
examination.

9 FREQUENTLY ASKED QUESTIONS

Study @ Unisa contains an A–Z guide on the most relevant study information.

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10 SOURCES CONSULTED
IOP 3705 Module Online, Authors: Cummings, TG & Worley, CG (2009). Organization
development and change. Edition: 9th edition: Publisher: South-Western Cengage Learning.

Cummings, TG & Worley, CG (2015). Organization development and change

Edition: 10th edition. Publisher: Cengage Learning

11 IN CONCLUSION
We wish you all the best with your studies and hope that you will find this area of industrial
and organisational psychology a meaningful, challenging and fruitful learning experience.

Please contact us without delay if you have any difficulty with your studies.

Your lecturers

Dr Jeremy Mitonga-Monga
Ms Busisiwe Mahlangu

©
UNISA 2018

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