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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 1. Candidates will have examined and discussed the historical development

of management thought and considered the implications for the study of organisational behaviour in a dynamic and changing world. The candidate should be able to: • Understand the early developments in management thought

regarding the organisation and its management • Appreciate the relationships between management theory and practice • Compare and contrast the main contributions to the development of

management thinking and organisational behaviour Indicative Content:

1.1 Knowledge of the classical theorists, including Taylor, Fayol, Urwick and Weber: • Assess the contribution of F W Taylor to Scientific Management

through systematic methods to the achievement of ‘best practice’ • Understand the nature of the classical approach and contribution of H

Fayol with its emphasis on purpose, formal structure, hierarchy of management and universal principles of organisation

• Consider the work of M Weber and the main characteristics and features of bureaucracy

1.2 Appreciation of the key contributions of the Scientific, Bureaucratic and Administrative Management Schools to the study of people in organisations: • Describe the systematic development of management thinking and

theory as a basis for learning about the complexities of management and organisational behaviour

• Provide a framework of the main Scientific and Management approaches and underline their views on organisations, their structure, management and general importance

1.3 Understanding the behavioural limitations of these theories: • Recognise any positive contribution to the understanding of people in

organisations and evaluate their relevance to management today • Summarise the criticisms to provide a basis for the emergence of the

Human Relations/Behavioural Schools of thought • Examine their limitations in behavioural terms through recognition that

formal structure, while important, must also consider the psychological and social factors relating to members of the organisation

1.4 Brief examination of Systems and more contemporary theories, such as those based on excellence: • Overview Systems, Contingency and Excellence theories (Peters)

1.5 Identify the primary roles, functions and activities of different management levels: • Apply this to top, middle and first line management and consider skills

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Examiner’s Tips: • Refer to the key reference Mullins (Chapters 1, 2) as well as the ABE Study

Manual (Units 1, 2) for further information • Avoid too detailed a knowledge of these early schools of management

thought. Concentrate on achieving an appreciation of their importance and an understanding of their key contributions, value and weaknesses

• Focus only on the main representative of each school • Be ready to consider their significance in a dynamic and changing business

world

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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 2. Candidates will have discussed the nature and meaning of organisational

behaviour and demonstrated its importance to management in positively influencing the human resource. The candidate should be able to: • Understand the meaning and nature of organisations and

organisational behaviour • Demonstrate the behavioural approach to management • Explain the nature and importance of organisational culture • Appreciate the complex nature of human behaviour in organisations • Understand how human behaviour is influenced in organisations

Indicative Content: 2.1 Define the meaning of organisation and behaviour:

• Define organisations, their goals and characteristics. Define behaviour in terms of people, the processes of management, the organisational context, organisational processes and environmental interactions

2.2 Discuss the concept of organisational behaviour and its interface with management: • Review the various influences on behaviour in organisations and the

interface with management in integrating and balancing these 2.3 Examine the contribution of Mayo, the Human Relations School and

behavioural science to the development of management thought: • Focus on Mayo and the Hawthorne experiments and the new

emphasis on individual and group needs. Introduce the work of Maslow.

• Understand the nature of the Human Relations approach and its attention to social factors at work, groups, leadership, the informal organisation and the behaviour of people in organisational settings

2.4 Explain the characteristics of organisational culture and identify four main types: • Consider the meaning, origins and characteristics of culture. Discuss

with examples the nature of organisational culture. Explain the four cultural types (Handy together with rational and excellence models Peters and Waterman)

• Explain the link between organisational culture and organisational climate. Specify the characteristics of a healthy/unhealthy climate. Discuss the importance of culture in successful organisations

2.5 Develop an awareness and understanding of the various ways in which behaviour is influenced in organisations: • Examine the syllabus approach to organisational behaviour including

an overview of individual, interpersonal, group and organisational processes and the integrating role of management

• Candidates, either singly or in groups, should be asked to consider and report on the psychological contract at work in terms of their expectations of the organisation and the organisation’s expectations and requirements of them

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Examiner’s Tips: • Have another look at Chapters 1 and 2 of Mullins and then read Chapter 3.

Re-read Units 1 and 2 of the ABE Study Manual • Be aware of questions that are frequently asked on aspects of both

organisation and management. These may be part questions with the balance concerned with relationships to behaviour or culture

• Culture will be solely dealt with in this part of the syllabus and more full or part questions can be expected

• Be sure you understand the general meaning of organisational behaviour and its significance

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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 3. Candidates will have analysed the individual’s contribution to

organisational behaviour and performance by recognising the importance of personality and perception. The candidate should be able to: • Appreciate the individual’s contribution to the organisation and the

primary factors affecting behaviour and performance • Compare and contrast the various approaches to personality • Recognise the major difficulties in studying personality and how best

to overcome them • Understand the process and principles of perception and attribution

and discuss problems and distortions that arise in the perception process

Indicative Content: 3.1 Identify the individual’s contribution to the organisation and the factors

affecting behaviour: • Underline the need for balance between the potentially conflicting

advantages of individuality and need for cooperation and conformity with organisational objectives

• Identify the source of individual differences and its significance for management, motivation and change

3.2 Compare and contrast the various approaches to personality: • Encourage candidates to identify the criteria that differentiate

personality, e.g. gender/traits/abilities/physique/motivation/attitudes/ development

• Explore the dynamics and interaction of these factors and the influence of early social, cultural, educational and family experiences as well as more recent work and educational ones

• Consider and contrast the major psychoanalytical and traits approaches to personality and summarise how they apply to organisational behaviour, e.g. the defence mechanisms of Freud

3.3 Recognise the major difficulties in studying personality: • Look at the inability to observe directly and weaknesses of

assessment

3.4 Examine the various measures of personality: • Look at Jung, Cattell, Steers and Eysenck as well as self

measurement

3.5 Explain the process and principles of perception and the problems and distortions that may arise:

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• Explore the process of perception and its key principles. Candidates should look at examples of the factors that affect our perception and apply them to interpersonal perceptions in the work situation

• Consider the importance of attribution of characteristics and how individuals judge behaviour and intentions. Underline the importance of communication re: the importance of verbal and non verbal signals

• Recognise the main sources in perceptual distortion. This would include selectivity; stereotyping; the halo effect; labelling and perceptual defence. Look at internal and external locus of control

Examiner’s Tips: • Personality and perception occur in the same examination question

relatively frequently • Look for further information in Mullins, Chapters 4, 6 and 15 as well as Unit

3 of the ABE Study Manual • Questions often refer to the organisational importance of personality

assessment. Perceptual distortions are also relevant here • Recognise there might only be a part question with other individual

processes

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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 4. Candidates will have completed and fulfilled their understanding of the

individual by considering attitude and learning processes. The student should be able to: • Recognise the significance of attitudes, their formation, functions and

measurement • Distinguish between attitudes, beliefs, intentions and opinions • Understand the principles and problems associated with attitude

change within the workplace and recognise the impact of behavioural issues on attitudes

• Examine the process of learning and identify relevant internal and external factors affecting it

Indicative Content: 4.1 Examine the significance of attitudes, their formation, functions and

measurement • Distinguish the meaning of attitudes and their functions for individuals • Candidates, either singly or in small groups, should be asked to

explore their own attitudes as distinct from values or beliefs. They might classify them using Katz’s knowledge, expressive, instrumental and ego-defensive functions. Groups should consider the implication of shared attitudes at work

• Consider the role and effectiveness of attitude surveys

4.2 Explain the principles and problems associated with attitude change and recognise the impact of behavioural issues on attitudes • Identify the process involved in attitude change and the key variables

that apply. Consider the characteristics of the change agent, presentation and implementation factors, audience characteristics, group influences and perceptions of likely outcomes

• Recognise the linkage between attitudes and learning as well as perception

4.3 Identify the internal and external factors relevant to the learning process • Appreciate the internal and external factors relevant to the process of

learning

4.4 Compare classical and operant conditioning • Compare classical conditioning, operant conditioning and behaviour

modification

4.5 Examine chain and cyclical theories of learning and consider their effectiveness • Examine the chain of learning (Gagne), the learning cycle (Kolb) and

consider their effectiveness

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• Encourage candidates to apply these learning concepts and recognise the importance of a learning culture

• Recognise that learning might be cross referenced with the communication process

4.6 Identify the nature and causes of stress and understand the links with personality. Discuss the role of the manager in handling stressful situations.

4.7 Describe the problems of individuals in work roles, the conflicts that might arise and means available to realise expectations and improved performance.

Examiner’s Tips: • Questions on attitudes tend to test knowledge and understanding but with

one part of the question looking for application of understanding in the work situation

• Learning forms a relatively small part of the syllabus and questions arise proportionately. However it may form part of a question with the other individual processes

• Have a look at Mullins, Chapters 4 and 5 as well as Units 3 and 5 in the ABE Study Manual for extra support

• Always study the form of past examination papers and the style and frequency of questions

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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 5. Candidates will have understood the nature and meaning of motivation,

judged a variety of content and process theories and considered their implications for management The candidate should be able to: • Understand the nature and meaning of motivation and its relationship

to organisational performance • Identify the main types of needs and expectations of people at work • Appreciate alternative approaches to/theories of motivation at work • Understand the relevance of motivation theories and how the

manager might best motivate staff to work willingly and effectively Indicative Content: 5.1 Define motivation and examine its early developments

• Use candidate experience at work/in class to develop a simplified model including needs/expectations; driving force/behaviour; achievement of desired goals and resulting fulfilment and feedback loop

• Examine what early theorists had to say (or not) about motivation 5.2 Analyse individual behaviour through ‘need theories’ (Maslow,

McClelland, Alderfer), motivation and hygiene (Herzberg) and other behavioural models (McGregor, Schein) • Identify needs and expectations in intrinsic/extrinsic/social terms • Classify and critically examine the main content theories and their

explanation of what motivates workers 5.3 Compare and contrast content with process theories, including

expectancy, equity and goal setting approaches • Examine the main process theories of motivation and their

explanation of the actual process of motivation • Give particular attention to:

- Expectancy models of Vroom/Porter and Lawler - Equity theory of Adams - Goal theory of Latham and Locke

• Encourage candidates to represent these processes schematically 5.4 Discuss the implications for management of different theories (including

job design) • Consider the implications of motivation theory for leadership and

managing people effectively • Relate motivation to different levels of the managerial hierarchy and

how the theories might be applied in practice 5.5 Analyse the problems of motivation and links to job satisfaction, morale

and effectiveness • Encourage candidates to provide examples of effective and ineffective

motivation and consider the reasons for the outcome • Recognise and explore overlaps with other parts of the syllabus,

particularly 7 and to a lesser extent 1

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Examiner’s Tips: • Underpin your study of motivation by looking at Chapter 14 in Mullins and

Unit 4 in the ABE Study Manual • Motivation is normally a banker question although the actual form of the

question is more difficult to predict. Real understanding rather than ‘prepared’ answers is therefore advised

• Be prepared for questions that ask for content and process theories and always address the question asked rather than relate ‘all’ you know about a theory, e.g. Maslow

• Be able to discuss the motivation appropriate to different types of employee

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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 6. Candidates will be able to explain the nature and meaning of job

satisfaction, its relationship to work performance and the various approaches designed to improve it. The candidate should be able to: • Recognise the relevant dimensions of job satisfaction as well as

frustration reactions when needs are not effectively satisfied • Appreciate the key variables in effective work performance • Make the best use of people as a critical organisational resource by

applying appropriate methods of job design and work organisation • Assess the effectiveness of the approaches to improved job design

Indicative Content: 6.1 Explain the concept of morale: its nature, measurement, consequences

and means of achieving it • Distinguish the concepts of motivation, morale and job satisfaction • Use grids to compare low and high morale and their impacts • Recognise overlap with esprit de corps and team spirit • Examine the characteristics of a committed workforce and the role of

management in its creation 6.2 Analyse the concept of job satisfaction and its relationship with

performance • Use motivation theories to explore this linkage • Identify, classify, assess the diverse factors affecting job satisfaction

6.3 Identify sources and reactions to frustration and alienation at work • Distinguish constructive and negative frustration reactions when

achievement of desired goals is blocked and give examples of displacement, aggression, regression, fixation, withdrawal

• Consider the impact of new technology and possible alienation 6.4 Examine the main approaches to improve job design and the principles

involved • Define the term job design and underline its importance to job

satisfaction and performance • Distinguish between the basic methods of job rotation, job

enlargement and job enrichment • Develop a model of job enrichment using core job dimensions to

produce critical psychological states and desired outcomes. Assess the effectiveness of job content approaches

6.5 Consider recent developments in re-designing the working environment • Candidates, either singly or in groups, should be encouraged to widen

their perception of job design to employee participation/involvement, flexible working arrangements, self managed groups, multi-skilling, teleworking, quality circles and empowerment and comment on these

• Other valuable tasks would involve specifying the characteristics of a ‘satisfying’ job and the organisational context in which such jobs should be developed, e.g. personnel and payment policies

• Assess the nature/importance of a quality working life and practical ways forward in securing a satisfied and high performing worker

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Examiner’s Tips: • Underpin your study of job satisfaction by looking at Chapter 15 in Mullins

and Unit 5 in the ABE Study Manual • This is a popular and applied section of the syllabus with questions that

tend to combine the need for knowledge and application • At least one question is normal per paper and this would generally relate to

either satisfaction, morale or job design • Recognise the potential for overlap with questions on motivation and

groups

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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 7. Candidates will be able to explain the nature and significance of groups

in organisations and describe the range of skills required for effective teamwork. The candidate should be able to: • Define the characteristics of groups and the reasons for joining them • Distinguish between different types of group including both formal and

informal • Understand the reasons for the formation of groups and the factors

determining their cohesiveness and performance • Discuss the development of groups over time

Indicative Content: 7.1 Explain the nature of a group and distinguish formal and informal types

• Define the nature and organisational importance of groups and their key characteristics

• Ask candidates to reflect on the groups they belong to, why they join and how the group influences them

• Candidates should be encouraged to consider their own membership of groups both at work, at college and socially. They should report back on their reactions to working in a group, rules and norms that might apply in these situations and the factors that make for cohesive and high or low performing groups

• You should refer to factors such as membership, group awareness and perceptions, shared values/sense of purpose, interaction and interdependence as well as a capability for unified action

7.2 Understand the process of group development and its impacts on individual behaviour • Explain the patterns of formal and informal groups within

organisations and the reasons for their formation • Recognise the stages in group development: forming, storming,

norming and performing

7.3 Identify the key characteristics of effective and ineffective workgroups (e.g. norms, cohesion, conformity, synergy and deviance) • Refer back to Mayo and the Hawthorne studies regarding the

importance of group norms and values • Consider the acquisition of norms and their role and purpose • Systematically analyse the factors leading to group cohesiveness and

performance. Explain each element and consider the process of group development

7.4 With reference to the work of Belbin examine the roles/skills essential for effective team performance

7.5 Discuss the nature of team spirit and the characteristics associated with effective and ineffective teams

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Examiner’s Tips: • Further your study of the nature of the group by looking at Chapter 6 in

Mullins and Units 6 and 7 in the ABE Study Manual • A question on some aspect of groups is normally a banker question but the

scope for question setting is diverse • It is important to apply the concepts to the candidate’s experience of group

membership • Recognise that there could be overlap or part questions with other syllabus

aspects, e.g. group communication networks

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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 8. Candidates will be able to discuss the nature of leadership in theoretical

terms as well as demonstrate the key variables that determine effectiveness in practice. The candidates should be able to: • Understand the similarities and differences between ‘management’

and ‘leadership’ • Explain the meaning, function and importance of leadership in work

situations • Recognise the nature of the leadership relationship and the exercise

of power and authority • Distinguish and compare the alternative theories of leadership • Appreciate the key variables that determine effective managerial

leadership Indicative Content: 8.1 Define leadership and examine the differences between it and

management • Identify the role of leadership making clear the similarities and

differences with management. Utilise the hard and soft S’s in Watson’s organisational framework to assist this distinction

8.2 Explain the nature of leadership and the exercise of power and authority • Outline the sources of both power and authority in the leader-

subordinate relationship and the nature of this relationship • Ask candidates to produce examples of power/authority in action

8.3 Compare and contrast leadership theories based on traits and styles • Establish a framework for analysing leadership and consider the

nature, strengths and weaknesses of the various approaches: i) Traits ii) Functional iii) Behavioural iv) Style v) Contingency

• The continuum of leadership behaviour should be explored in some depth with consideration of the factors determining the style selected

8.4 Examine situational theories including contingency and path-goal models • The situational approach should be thoroughly treated considering:

i) Fiedler’s model of the leadership situation ii) Situational leadership – Hersey and Blanchard iii) Path – goal theory – House iv) Normative leadership model – Vroom

8.5 Summarise the variables affecting leadership effectiveness • Candidates, either singly or in groups, should be encouraged to distil

the key functions of the leader and provide examples of each from their own work or social experience. They could report to the rest of the group on their analysis of effective and ineffective leaders of whom they have experience

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Examiner’s Tips: • Underpin your study of leadership by looking at Chapter 8 in Mullins and

Units 8 and 9 in the ABE Study Manual • Questions will tend to concentrate on the more theoretical aspects of

leadership with HRM focusing on the applied aspects • Questions will still address the characteristics, nature, qualities, theoretical

approaches and importance of leadership • Remember that leadership may be linked with other aspects of the syllabus

as well as with an understanding of power and authority

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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 9. Candidates will be able to explain the nature, causes and effects of

conflict as well as the strategies, structures and procedures for conflict resolution. The candidate should be able to: • Distinguish the nature and sources of organisational conflict between

individuals, groups and the organisation • Appreciate the role of the manager in identifying the positive and

negative effects of conflict and their implications • Understand different models and styles of conflict resolution, suggest

strategies and assess their relevance for the manager Indicative Content: 9.1 Review the characteristics of staff morale and employee commitment

• Candidates, either singly or in groups, should be asked to consider the critical indicators that management should monitor in assessing staff morale and commitment

• They should consider what would make them feel committed to an organisation and how this would affect their behaviour. Examples might be drawn from business, the voluntary sector and armed forces

9.2 Explain the nature and types of conflict between individuals, groups and the organisation • Classify types of conflict and their positive and negative outcomes

9.3 Examine the causes of conflicts • Identify and explain the primary sources or causes of conflict at the

individual, group and organisational levels 9.4 Understand the role of the manager in the management of conflict and its

positive and negative implications • Focus on the importance of managing conflict, avoiding its harmful

effects and channelling it in positive directions. Review the conflict handling strategies (Thomas)

9.5 Identify different strategies for resolving conflict including interpersonal techniques • Detail alternative strategies to deal with conflict drawing on material

considered in previous lectures. Consider a variety of strategies including some of the following: i) reconciling goals and objectives ii) clear definition of roles iii) changing situational factors iv) various procedures for conflict resolution, e.g. disciplinary

procedures/appraisal/arbitration and mediation v) non monetary rewards – job design/flexible working/perks vi) developing group and interpersonal skills through training vii) leadership style, e.g. participative and supportive viii) improving group effectiveness and overall organisation ix) balancing social and technical systems

9.6 Recognise specific conflict situations and compare and contrast alternative procedural arrangements for reducing or resolving conflicts

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Examiner’s Tips: • Underpin your study of conflict by looking at Chapters 18 and 20 in Mullins

and Unit 10 in the ABE Study Manual • Recognise overlap with other parts of the syllabus, especially Units 2, 5

and 7, leading to possible part questions, e.g. alienation • A regular presence on most papers, justifying all candidates to revise

sources, implications and strategies as a minimum investment • Note that this syllabus concerns primarily theoretical treatment while

detailed consideration of negotiations and other applied aspects are examined in HRM

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Unit Title: Organisational Behaviour Unit Code: OB Level: Diploma in Business Management Learning Outcome: 10. Candidates will be able to understand the communication processes in

the formal and informal organisation and identify individual, group and organisational barriers to effective communication. The candidate should be able to: • Understand the communication process and its various components • Recognise, interpret and know how to overcome semantic and

organisational barriers to communication • Appreciate the importance of effective organisational communications

and distinguish both formal and informal systems and networks • Evaluate the various forms/types of communication, i.e. verbal, etc. • Compare communication networks and recognise the importance of

‘networking’ to management effectiveness • Discuss various techniques and strategies to improve communication

Indicative Content: 10.1 Examine the nature and scope of communication in organisations

• Recognise its characteristics and importance to management

10.2 Explain the communication process and the use of verbal communication and non verbal behaviours • Form a multi-perspective model of the process and discuss each

element and its significance • Specify and evaluate the main forms of communication:

i) Written, e.g. text, reports, figures ii) Verbal, e.g. meetings, team briefings, e-mail iii) Non verbal, e.g. voice, physical distance, body language

10.3 Compare alternative patterns of group communication (networks) and

consider the meaning and importance to management of networking • The concept of ‘networking’ should be thoroughly explored in terms

of its meaning and importance. Candidates should be encouraged to consider who should be included in such networks and why Comparisons might be made with their own ‘networks’ of contacts

10.4 Analyse the various barriers to effective communication • Identify organisational/semantic/perceptual barriers to

communication: imprecise objectives, poor organisation, receptivity, relationships, perceptions, receiver assumptions, distortion, noise, jargon, filtering, etc.

• Candidates, either singly or in groups, should be encouraged to look at communication barriers in their own workplace and college. They should develop strategies to improve the communication processes and report back to the rest of the group

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10.5 Demonstrate an understanding of formal and informal communication systems within and between organisations and the techniques to improve them • Consider the effectiveness of various organisational

channels/structures/networks for communicating information • Evaluate how the manager can best improve the effectiveness of

communications. Outline alternative informal communication networks (grapevine) within groups and their impact on effectiveness

Examiner’s Tips: • Underpin your study of communication by looking at Chapter 18 in

Rollinson et al and Unit 11 in the ABE Study Manual • Note the increased emphasis on networks and networking while applied

communications is examined in HRM • Candidates should pay particular regard to communication and business

format requirements that can account for up to 10% of the marks • They should be able to write in report format and make effective use of

bullet points, summaries and so forth in order to break up the text of their examination answers to make them ‘examiner friendly’

• Formerly a banker question but will not appear every examination and questions may overlap with other units