Unit Information Management System

Organisational Development and Work Design (PSYC5515, SEM-2, 2017, Crawley)



Office of the Deputy Vice-Chancellor Education


Psychological Science




Unit Outline




Organisational Development and Work Design


PSYC5515


SEM-2, 2017


Campus: Crawley


Unit Coordinator: Dr Lisette Kanse


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Unit details

Unit title Organisational Development and Work Design
Unit code PSYC5515 Credit points 6
Availability SEM-2, 2017 (31/07/2017 - 25/11/2017)
Location Crawley Mode Face to face

Contact details

Faculty Office of the Deputy Vice-Chancellor Education
School Psychological Science
School website http://www.psy.uwa.edu.au/
Unit coordinator Dr Lisette Kanse
Email lisette.kanse@uwa.edu.au
Consultation hours By appointment
Lecturers
NamePositionEmailTelephone Number
Dr Lisette KanseLecturerLisette.Kanse@uwa.edu.au0404221245
Tutors/ Demonstrators/ Facilitators

NA

Unit contact hours

13 * circa 3 hr workshop sessions

Lecture capture system LCS is implemented for this unit.
Online handbook http://handbooks.uwa.edu.au/units/unitdetails?code=PSYC5515
Unit website see LMS

Unit rules

Prerequisites Enrolment in the Master of Industrial and Organisational Psychology (coursework and dissertation) (53580) or the combined Doctor of Philosophy and Master of Industrial and Organisational Psychology (01880/54580) or the Master of Business Psychology 73550 or the Master of Commerce (Advanced) (coursework) (41650) or the Master of Professional Accounting (Advanced) (coursework) (42610) or the Master of Commerce (coursework) (41680) or the Master of Human Resources and Employment Relations (coursework) (41660) or the Graduate Diploma in Work Health and Safety (52330)
Corequisites
Advisable prior study
Incompatibility
Approved quota

Unit description

This unit examines organisational change, development and design, and covers topics such as the role of the organisational development (OD) practitioner, entering and contracting to organisations, diagnosis, analysis and feedback of organisational improvement opportunities, development and effective implementation of organisational interventions, and the evaluation and the institutionalisation of organisational change. The human resource, technostructural, human process and strategic interventions adopted by practitioners to improve organisational effectiveness and enhance the quality of working life are analysed and discussed.

This unit will give you is a more detailed knowledge of the organisational development literature and some feel for the skills involved in working on OD-related projects. As a result you should leave this unit with the ability to judge whether a consultant/manager is capable of doing the job of organisational development competently.   This unit should also help you decide if OD is a speciality or career path you would like to pursue.

Learning outcomes

Students are able to (1) understand the major concepts, models and theories relevant to organisational development; (2) confidently discuss how the major concepts, models and theories relevant to organisational development have been applied in work settings and could be applied to your own work setting or experience; and (3) critically evaluate the usefulness of concepts, models or theories relating to organisational development for a variety of work settings and situations.

Unit structure

Please refer to the section on teaching and learning strategies for how the unit is structured.

The provisional unit schedule is included below. Please refer to the LMS for this unit for the most up-to-date version of the schedule, in case any changes have been necessary.

(See Timetable)

Unit schedule

WeekLecture topic and readingChapters in Cummings and Worley textbook
1Introduction to organisational development and work design
Levinson, H. (2002). Organizational assessment: A step-by-step guide to effective consulting. (Chapter 2). Washington DC: American Psychological Association.
1, 2, 3
2Collecting and analysing diagnostic information
Levinson, H. (2002). Organizational assessment: A step-by-step guide to effective consulting. (Chapters 4, 5 + appendices). Washington DC: American Psychological Association.

Peppercorn Dining case (pp. 238-256)
4, 5, 6 (first part)
3Feeding back diagnostic information
Björklund, C., Grahn, A., Jensen, I., & Bergström, G. (2007). Does survey feedback enhance the psychosocial work environment and decrease sick leave? European Journal of Work and Organizational Psychology, 16(1), 76-93
Born, D., & Mathieu, J. E. (1996). Differential effects of survey-guided feedback: The rich get richer and the poor get poorer. Group & Organization Management, 21(4), 388-403.

Sullivan Hospital System case (pp. 435-437)
6 (second part)
4Job design
Guest speaker from UWA’s Centre for Transformative Work Design https://www.transformativeworkdesign.com/
Parker, S. K. (2014). Beyond motivation: Job and work design for development, health, ambidexterity, and more. Annual Review of Psychology, 65, 661-691.
Morgeson, F. P., Humphrey, S. E. (2006). The work design questionnaire (WDQ): Developing and validating a comprehensive measure of job design and the nature of work. Journal of Applied Psychology, 91(6), 1321-1339.
14
5Designing interventions & consultation gig start
Your consulation gig clients, Scouts WA executive manager and staff will be speaking on challenges they face. Read materials posted on LMS about this organisation and the challenges before class.
7
6No class this week to allow for work on your group assignment, the consultation gig.browse through chapters 10 to 20
7Managing change
Hedge, J.W., & Pulakos, E.D. (2002). Grappling with implementation. In J.W. Hedge & E.D. Pulakos (Eds.), Implementing organizational interventions: steps, processes, and best practices (pp. 1-11). San Francisco: Jossey-Bass.
Piderit, S. K. (2000). Rethinking Resistance and Recognizing Ambivalence: A Multidimensional View of Attitudes toward an Organizational Change. The Academy of Management Review, 25(4), 783-794.
Dent, E. B., & Goldberg, S. G. (1999). Challenging “Resistance to Change”. The Journal of Applied Behavioral Science, 35(1), 25-41.
Gagné, M., Koestner, R., & Zuckerman, M. (2000). Facilitating acceptance to organizational change. Journal of Applied Social Psychology, 30(9), 1843-1852.

Sunflower Incorporated case (pp. 232-233)
8
8Evaluating change
Biron, C., Gatrell, C., & Cooper, C.L. (2010). Autopsy of a failure. International Journal of Stress Management, 17(2), 135-158.

Meck Insurance case (pp. 774-783)
9
9Change management simulation workshop
Students will be allocated to one of 2 workshop sessions of circa 5 hrs, either in week 9 or 10.
Pre reading will be made available to prepare for the workshop.
10Change management simulation workshop
Students will be allocated to one of 2 workshop sessions of circa 5 hrs, either in week 9 or 10.
Pre reading will be made available to prepare for the workshop.
11Consultation gig group assignment presentations
12Consultation gig group assignment presentations
13Individual case analysis

Teaching and learning responsibilities

Teaching and learning strategies

Teaching and learning strategies

Lectures, discussions, research, cases, individual and group exercises will be utilised as appropriate to the topic. You are encouraged to contribute your own experience and views to the class discussion. In particular, you are expected to discuss and share your own work experiences and situations with other participants in the unit.

To give you personal experience in aspects of team development (itself a lucrative part of OD) and to expose you to useful consulting skills and knowledge of group processes, some of the assignments and class-work for this unit will be completed in teams.

In most weeks there will also be homework to prepare for the next week’s class. Often this homework will consist of reading the assigned material and reading cases in preparation for in-class case analyses.

The assessments in this unit are designed to help broaden your experience with a range of methods used in organisational development. They include team presentations and a written report diagnosing OD-related issues and making recommendations within a case setting.

As a result of the assessments and instructional activities, it is expected that by the end of the unit you will have developed an up to date knowledge of the literature, an excellent resource base of tools and techniques, and an understanding of the research methods used in the area of organisational development. You will also have gained first hand insight in team processes and your own strengths and weaknesses in this area.

 

Use of student feedback

This unit is offered to students from a variety of postgraduate programs. Whilst we strive to make the contents useful and appealing to people with different backgrounds, there is always a chance that somewhere we are missing the mark. We are keen to obtain your feedback regarding any concerns you have about the unit, about aspects you felt were lacking, as well as parts you particularly liked. Such feedback has been very useful in the past to get the unit to its current form, and will certainly also be useful for further development of the unit. Our aim is to continue to improve the unit, its contents, and how they are delivered, so please feel free to send us any comments and suggestions you may have, via e-mail, LMS, or in a face-to-face discussion. Your input is much appreciated.

 

Attendance

Attendance of the class sessions is compulsory in this unit and will assist you in successfully completing the assignments. It is expected that you will be actively involved in discussions and will prepare for class by doing the assigned pre-work as specified on LMS. It is the responsibility of all students to contribute to the learning environment of the unit. 

Charter of student rights and responsibilities

Student Guild contact details

Uses of student feedback

ACE/AISE/CARS

Information for students with disabilities

Assessment

Assessment overview

Typically this unit is assessed in the following ways: (1) simulation exercise; (2) case analysis; and (3) group assignment. Further information is available in the unit outline.

Please refer to the unit outline on LMS.

Assessment mechanism

#ComponentWeightDue DateRelates To Outcomes
1Change management simulation workshop20Participation in one of the following: class session in week 9 or 10, 2 or 9/10/20171, 2 and 3
2Consultation gig group assignment30Report and presentation slides due at the start of the class session in week 11,
16/10/2017 09:00h
Presentation to be given on 16 or 23/10/2017
1, 2, and 3, and also your ability to work collaboratively in teams.
3Case analysis50Monday week 13, 30/10/2017 23:59h1, 2 and 3

Assessment items

Item TitleDescriptionSubmission Procedure for AssignmentsNote
Change management simulation workshopYou will be asked to sign up for a change management simulation exercise, which will take around 5 hours, i.e. roughly the duration of two class sessions. You can choose between doing this on Monday in week 9 or Monday in week 10. This activity is intended to give you hands-on experience using the concepts learned in class. The simulation exercise will be run at the Accelerated Learning Laboratory from 9:00 to 14:00h on your scheduled day. To get full marks you will need to actively contribute to the session, and engage in planning the steps to take. The instructor will repeatedly check on this during the workshop. Whilst we like you all to strive for successful outcomes of the change management process, what matters most is the learning experience: you will need to carefully consider which steps to take and when, and take on board all the feedback provided during the workshop. Participation on the day you have signed up for.For more information please refer to the LMS
Consultation gig group assignmentYour team’s task in the consultation gig group assignment is to develop and present a proposal for an organisational development intervention in a local non-profit organisation, Scouts WA, who will be your client in this assignment. In week 5, the executive manager of Scouts WA and some of her staff will come to class and present a variety of challenges that this organisation is currently facing. You will also have a chance to ask them further questions during this time. You will then decide as a team which challenge you want to address in your proposal. You will need to find out more about the chosen challenge through some further interactions with the client, most likely including a site visit, do some research on OD interventions that pertain to this challenge (this means covering more than what is in the textbook), and write a proposal for an evidence-based OD intervention to address this challenge.

You will present this proposal in class to the client, either in week 11 or week 12, during our regular class session (both sessions are reserved for presentations). You will also prepare a written proposal and provide printed copies for the client. Don’t just do a sell-job – provide us with a balanced view (i.e. pros/benefits and cons/risks) of your OD intervention proposal.

Your presentation and written proposal should include:
• information about the challenge
• your diagnosis of the causes underlying this challenge (including diagnostic methods used)
• the type of intervention you propose to deal with this challenge
• a consideration of evidence relating to this intervention
o a forecast of the possible outcomes
o pros and cons of this particular choice of intervention
• a plan of action for the implementation of the intervention
• and, in general, evidence that you have reviewed information beyond strictly the textbook only.
All teams, no matter whether you present in week 11 or 12, are to submit their presentation and written proposal via LMS by 9:00h at the start of our Monday class session in week 11. Remember to bring printed copies for the client on the day you are presenting.For more information please refer to the LMS
Case analysisCase analyses are an opportunity to showcase your growing knowledge of the OD literature, the diagnostic skill you have developed through the various practice case analyses in the unit, and your understanding of the appropriateness of various OD interventions. The case analysis will be completed outside of class during the last week of semester and is open book. You will be given a case to read and then be asked to answer specific questions about it. Be sure to showcase your knowledge of OD when developing your answers.Your case analysis should be submitted via LMS on Monday in week 13 before midnight (i.e by 23:59h).For more information please refer to the LMS

Academic literacy and academic misconduct

Appeals against academic assessment

Textbooks and resources

Recommended texts

Textbook:

Cummings, T.G, and Worley, C.G. (2015). Organization Development & Change (10th Ed.). Stamford: Cengage Learning.

Suggested alternate texts

Additional texts

Technical requirements

Software requirements

Additional resources and reading

Copies of required and/or recommended readings other than the text book are available through the LMS. Also refer to the LMS for further guidance and the most up to date information in regard to these additional readings.

These are the additional readings available through LMS from the start of the semester (find them in the content folder for the week in which the corresponding topic is on the agenda):

Levinson, H. (2002). Organizational assessment: A step-by-step guide to effective consulting. (Chapter 2). Washington DC: American Psychological Association.

Levinson, H. (2002). Organizational assessment: A step-by-step guide to effective consulting. (Chapters 4, 5 + appendices). Washington DC: American Psychological Association.

Björklund, C., Grahn, A., Jensen, I., & Bergström, G. (2007). Does survey feedback enhance the psychosocial work environment and decrease sick leave? European Journal of Work and Organizational Psychology, 16(1), 76-93

Born, D., & Mathieu, J. E. (1996). Differential effects of survey-guided feedback: The rich get richer and the poor get poorer. Group & Organization Management, 21(4), 388-403.

Parker, S. K. (2014). Beyond motivation: Job and work design for development, health, ambidexterity, and more. Annual Review of Psychology, 65, 661-691.

Morgeson, F. P., Humphrey, S. E. (2006). The work design questionnaire (WDQ): Developing and validating a comprehensive measure of job design and the nature of work. Journal of Applied Psychology, 91(6), 1321-1339.

Hedge, J.W., & Pulakos, E.D. (2002). Grappling with implementation. In J.W. Hedge & E.D. Pulakos (Eds.), Implementing organizational interventions: steps, processes, and best practices (pp. 1-11). San Francisco: Jossey-Bass.

Piderit, S. K. (2000). Rethinking Resistance and Recognizing Ambivalence: A Multidimensional View of Attitudes toward an Organizational Change. The Academy of Management Review, 25(4), 783-794.

Dent, E. B., & Goldberg, S. G. (1999). Challenging “Resistance to Change”. The Journal of Applied Behavioral Science, 35(1), 25-41.

Gagné, M., Koestner, R., & Zuckerman, M. (2000). Facilitating acceptance to organizational change. Journal of Applied Social Psychology, 30(9), 1843-1852.

Biron, C., Gatrell, C., & Cooper, C.L. (2010). Autopsy of a failure. International Journal of Stress Management, 17(2), 135-158.


Note that there will also be some documents to read from the client organisation for the consultation gig group assignment.

Other important information

Learning Management System (LMS)

LMS is the Learning Management System at UWA that provides students and staff with a password protected, online learning environment. It can be found online at www.lms.uwa.edu.au. Use your Pheme credentials to log in. An LMS unit has been created for the PSYC5515 unit, which should show up under your ‘my units’ section once you have enrolled and logged into LMS.

 

Resources available through the LMS

From the start of the semester, this unit outline, the required and/or recommended readings other than the textbook, and other pre-work materials, lecture slides and recordings will be available through the LMS. As the semester progresses additional materials may be added. Please also keep an eye on the LMS for this unit for important communications regarding the unit. For your consultation gig group assignment, the group resources on LMS will be set up too, facilitating file sharing, group discussions and so on.

 

Lecture Capture

The lecture theatre used for the class sessions for this unit is equipped with UWA’s Lecture Capture System (powered by EchoSystem). Audio, visual and screen captures will be recorded and published online. The captured lectures are accessible through LMS via the link provided there. Please do not rely on lecture capturing as an alternative to attending lectures. You will miss out in interactions and discussions and the capturing system has not always been very reliable in the past.