Organisational Behaviour

Organisational Behaviour
When trying to achieve some kind of managerial outcome, great emphasis is placed on the measurable. In OB, even more emphasis is placed on measurable predictors of those measurable outcomes. Given this emphasis, it is relevant for students to develop insight into the properties of a measure familiar to them and its impact on behaviour.

Pick a measure used in an organisational context you are familiar with (e.g. work, community organisation or sports club) and assess the impact it has on the behaviour of Individuals, using Topics 2-6 and Chapters 2-7 of the textbook (Robbins SP, Judge TA, Millett B & Boyle M (2014). Organisational Behaviour (7th Ed). Pearson, Australia. ISBN13: 9781486042166). Please consider the impact on behaviour from either the point of view of the person who produces the measured behaviour (e.g. call centre staff who answer telephones) or the person who uses the measure (e.g. how managers interpret or use the measure). To give you an idea of what you could do, sample measures include:
? Grade at the end of a course
? Volume of reports produced
? Length of time to answer a telephone
? Score at the final whistle of a soccer game
? Value of philanthropic donations to a charity
? Share price

Please pick something other than individual performance appraisal.

Structure your response using the following headings:
? Overview of Measure ? give an overview of what the measure is, what it is used for, how data is typically collected, and how it gets transformed from data into information (see Topic 3)
? Intended Impacts on Individual Behaviour ? analyse the impact the measure is supposed to have on behaviour using Individual OB theory and concepts drawn from Chapters 2-7. In essence, this is asking you to identify and explain the behaviours the measure is meant to capture or drive.
? Unintended Impacts on Individual Behaviour ? analyse how the measure leads to individual level behaviours that might be unexpected, unintended or undesirable using OB theory and concepts drawn from Chapters 2-7. In essence, this section asks you to explain why the measure fails to capture the desired behaviour or drives other behaviour. Again, this could include explaining how the measure is used for purposes that were never intended.
? Refocusing the Measure ? given what you know about its intended and unintended outcomes, what would you recommend to make the measure ?better?? This could include getting rid of the measure, changing the method of collection, changing the translation to information, limiting the interpretation to specific contexts and so on. This can include ?do nothing? ? but justify why this is the case if you pursue this argument. As part of this refocusing, consider the implications of trying to implement the changes (e.g. cost or new unintended consequences) or doing nothing.


12pt Times New Roman with single spacing.


References must have at least 25 unique references supporting their paper with the following minimam:
? 15 unique peer-reviewed (scholarly) articles.

There are a number of peer-reviewed (scholarly) journals that you could use for this assignment; for example, e.g. Journal of Organisational Behaviour, Personality and Individual Differences or Psychometrika.

Marking criteria

Equal weight is assigned to each of the following five categories:
Argument: The focus of this criterion is whether the paper provides a compelling account that takes the reader coherently and logically through a series of propositions and evidence towards the conclusion. For example, a paper that has no good reason for introducing several strands of evidence will be marked down on this criterion.
Implications/Depth: This criterion assesses the demonstrated understanding of the implications of ideas developed through the paper. For example, there may be knock on effects of a particular measure that are hidden from superficial or casual examination of the measure.
Communication: Papers are assessed on the quality of communication, including spelling and grammar, consistently formatted in-text citation, economy of language, presentation and readability (exposition). Poor proofreading will result in lower marks. Students failing to meet the Presentation requirements outlined above have their marks halved for this criterion.
Research: The depth and breadth of research is assessed, as well as how well the research is used to support the main contention(s) of the paper. For example, a paper dominated by direct citation from other sources without interpretation or analysis may be marked down. Students failing to meet the Reference requirement outlined above have their marks halved for this criterion.
Theory/Concept: This criterion assesses how well the paper has addressed the abstract elements driving the ideas under consideration. For example, this might include the absence of any theory underpinning the measure chosen.

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