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Provide a critical analysis of one current issue from the topics below: • Diversity • Emotions and Moods • Attitude and Job Satisfaction
Provide a critical analysis of one current issue from the topics below: • Diversity • Emotions and Moods • Attitude and Job Satisfaction
Assessment Task 1: Individual essay
Grade: 20%
Word Limit: 1500 words (excluding references)
Provide a critical analysis of one current issue from the topics below:
- Diversity
- Emotions and Moods
- Attitude and Job Satisfaction
Task Details: Choose one of the topic areas listed above and then choose one aspect or issue within the topic. This is a minor assignment and the word limit is 1500 words so your analysis must necessarily be selective. That is why it is suggested that you focus on one aspect only of the broader topic area. For example, you might want to focus on the issue of Diversity Management within the broad topic area of ‘Diversity’. You are required to check with your seminar leader that the issue that you are going to focus on is an appropriate area for review.
Note: Given that this unit is an Australian-based unit, it is preferable that you choose an issue that is relevant to the Australian OB environment. This does not mean that the literature chosen has to be restricted to Australian sources – you are encouraged to select literature from a global set of academic sources.
Once you have chosen a topic you are required to read from both the popular / professional and academic literature and then critically analyse and compare the commentary and findings from both sources: you are required to include at least 2 (no more than 3) popular or professional articles and 15 academic articles. Popular and professional sources include newspapers, online reviews or magazines such as HR Leader or HR Monthly.
The academic ‘literature’ can include a range of sources:
– Academic journal articles
– Monographs (books)
– Academic articles on the Library’s Databases
– Conference proceedings
– Empirical studies (usually reported in journal articles and monographs)
– Government reports and reports from other major bodies
– Historical records
– Statistical information
Format: Your analysis is to be a scholarly essay that surveys and critically reports on both the popular / professional and the academic literature in your chosen topic area. It must be presented in essay format and should be a synthesis of the literature. You must read widely and draw your literature search from a broad range of sources from the list above. As indicated above, the reading list for this unit is a good starting point for your literature review. The reference section at the end of the appropriate chapter in your text similarly provides a good starting point.
Remember that although you are asked to include professional articles the main focus is on the academic literature, that is scholarly books and articles as distinct from journalistic and industry accounts. You should incorporate at least 15 refereed academic journal articles.
Word Limit: 1500 words (there are penalties for exceeding the word limit)
Prescribed Text:
Robbins, S. & Judge, T. (2015). Organizational Behaviour. Global edition. 16th Ed., Pearson, ISBN 10: 1-292-05655-X ISBN 13: 978-1-292-055655-5
MarkingGuides/Rubrics: Lecturer will give marks based on following factors:
Assessment Task-1 (Essay). Worth 20%
- The extent to which the task description was fulfilled, both in terms of quality and completeness and Identification and delineation of topic area: • Clear statement of purpose of the analysis • Relevance & importance of chosen topic area • Definition of key terms • all required tasks have been completed (adequate breadth and depth) • used sufficient and appropriate real-life information to effectively support the key points
- The degree of conceptual clarity demonstrated and Analysis of the relevant literature • demonstrated understanding of the necessary concepts/ theories involved • demonstrated understanding of the nature and complexities of managerial work • Inclusion of scholarly literature • Critical synthesis and evaluation of material under review • Discussion of OB’s role in the management of the issue • Identification of key issues and gaps in research • Identificatio
- Clarity of expression • The writing is fluent, exhibiting grammatically correct sentences that are appropriately punctuated. • There are no spelling or typing errors and due regard is given to rules of capitalisation and abbreviation, gender neutral expression etc. • the introduction is appropriate to the type and• The body of the response is well structured, with coherent and logical development of key ideas in appropriate sections/ paragraphs. • the conclusion is appropriate to type and format of the response, successfully summarizing the key ideas/issues/findings
- Correct presentation • the response conforms to the appropriate style guide advice and the specified format (essay format) • the writing style is appropriate to the task • complete cover page information with signature
- Citation of sources and list of references • Evidence of wide ranging reading • References cited are relevant • Paper conveys understanding of the references • key ideas from the literature are effectively paraphrased and/or quoted • in-text citations and direct quotes follow referencing guide rules (correct and complete) • reference list appropriately compiled (as per APA style) Note: There are penalties for exceeding the word limit (1 mark).
TOTAL 20 marks.
Week Two-
Diversity in Organisations
Case Incident 2-The Treasure Trove of the Aging Workforce
This exercise contributes to:
Learning Objective:
- Describe how organizations manage diversity effectively
Learning Outcomes:
- Explain the relationship between personality traits and individual behavior;
- Describe the factors that influence the formation of individual attitudes and values
AACSB:
- Diverse and multicultural work environments
Over the past century, the average age of the workforce has continually increased as medical science continues to enhance longevity and vitality. The fastest-growing segment of the workforce is individuals over the age of 55. Recent medical research is exploring techniques that could extend human life to 100 years or more. In addition, the combination of laws prohibiting age discrimination and elimination of defined-benefit pension plans means that many individuals continue to work well past the traditional age of retirement.
Unfortunately, older workers face a variety of discriminatory attitudes in the workplace. Researchers scanned over 100 publications on age discrimination to determine what types of age stereotypes were most prevalent across studies. They found that stereotypes that suggested job performance declined with age, counter to empirical evidence presented earlier in this chapter that relationships between age and core task performance are essentially nil. Stereotypes also suggest that older workers are less adaptable, less flexible, and incapable of learning new concepts. Research, on the other hand, suggests they are capable of learning and adapting to new situations when these are framed appropriately.
Organizations can take steps to limit age discrimination and ensure that employees are treated fairly regardless of age. Many of the techniques to limit age discrimination come down to fundamentally sound management practices relevant for all employees: set clear expectations for performance, deal with problems directly, communicate with workers frequently, and follow clear policies and procedures consistently. In particular, management professionals note that clarity and consistency can help ensure all employees are treated equally regardless of age.
Sources: Based on D. Stipp, “The Anti-Aging Revolution,” Fortune, (June 14, 2010), pp. 124-130; R. A. Posthuma and M. A. Campion, “Age Stereotypes in the Workplace: Common Stereotypes, Moderators, and Future Research Directions,” Journal of Management 35, (2009), pp. 158-188; and H. Perlowski, “With an Aging Workforce, a Rising Risk of Discrimination Claims,” Workforce Management Online, (July 2008), www.workforce.com
Questions
2-19. What changes in employment relationships are likely to occur as the population ages?
2-20. Do you think increasing age diversity will create new challenges for managers? What types of challenges do you expect will be most profound?
2-21. How can organizations cope with differences related to age discrimination in the workplace? How can older employees help?
2-22. What can managers and employees of all ages do to prevent negative attitudes concerning age differences in the workplace?
2B –Ethical Dilemmas, Board Quotas
This exercise contributes to:
Learning Objectives:
- Describe how organizations manage diversity effectively
Learning Outcomes:
- Explain the relationship between personality traits and individual behavior;
- Describe the factors that influence the formation of individual attitudes and values;
- Define diversity and describe the effects of diversity in the workforce
AACSB:
- Ethical understanding and reasoning;
- Diverse and multicultural work environments
That women are underrepresented on boards of directors is an understatement. In the United States, only 16 percent of board members among the Fortune 500 are women. Among the 100 largest companies in Great Britain, women hold approximately 12 percent of board seats, a representation that has changed little over the past 5 years. In the European Union (EU) more generally, only 9.7 percent of the directors of the 300 largest companies are women. In China and India, the figure is roughly half that.
In response to such underrepresentation, many countries have enacted laws and guidelines. French law stipulates that corporate boards must be 20 percent female by 2014. A 2011 official British government report recommended that women make up at least 25 percent of the boards of the largest British companies. Belgium, Spain, the Netherlands, Norway, Iceland, and Italy have similar “pink quotas” in place, and Sweden is recommending 50 percent representation.
Sources: J. Werdigier, “In Britain, a Push for More Women on Boards of Large Companies,” The New York Times (February 25, 2011), p. B3; and J. Galbreath, “Are There Gender-Related Influences on Corporate Sustainability? A Study of Women on Boards of Directors,” Journal of Management & Organization 17, no. 1 (2011), pp. 17–38; and J. S. Lublin, “’‘Pink Quotas’ Alter Europe’s Boards,” The Wall Street Journal (September 12, 2012), p. B8.
Questions
2-13. In the countries described and others, there are fewer women than men represented
on corporate boards. Why is this so?
2-14. Do you agree with the quotas established in many countries? Why or why not?
Tutorial Exercise-Week 3
Case Incident 1 The Pursuit of Happiness: Flexibility, (p 118, textbook)
This exercise contributes to:
Learning Objectives:
- Summarize the relationship between attitudes and behaviour;
- Compare and contrast the major job attitudes;
- Summarize the main causes of job satisfaction
Learning Outcome:
- Explain the relationship between personality traits and individual behaviour
AACSB:
- Reflective thinking
The management team at Learner’s Edge, an online continuing education company, decided to adopt a ROWE (results-only work environment) policy, developed by Best Buy employees and summarized in its slogan, “Work whenever you want, wherever you want, as long as the work gets done.” Kyle Pederson was one of only three Learner’s Edge employees who showed up the first day of the experiment. And the second day, and the third. “For almost a month, everyone cleared out,” Pederson said. “It was just me, my co-founder and our executive director all wondering, ‘What on earth have we done?’” Clearly, they were testing the outer limits of workplace flexibility, from which even Best Buy pulled back when it recently cancelled the program. But while Best Buy faced reported continuing financial woes, employers like Learner’s Edge report “better work, higher productivity” after the initial phase of a ROWE program. Employees have learned the ways they work best. In fact, some of Pederson’s employees have returned to the office, while others gather at Starbucks or over dinner…whatever gets the work done. Suntell president and chief operating officer, Veronica Wooten, whose risk management software firm adopted the ROWE program a few years ago, is also a fan of the flexible workplace. “We made the transition, and started letting go and letting people make their own decisions,” Wooten says. Her company’s customer base increased 20 percent, meetings were reduced by 50 percent, and expenses decreased 12 percent (Wooten used the savings to give everyone a raise). It seems that everyone should be happy with this degree of job flexibility, from the night-owl employee to the board of directors. But happiness, like job satisfaction, is a complex construct.
Employees worldwide do seem to increasingly value flexible work environments, with roughly two of three workers of all ages wanting to work from home, at least occasionally. Eighty percent of the U.S. female labor force finds a flexible work schedule very or extremely important, 58 percent rate work-life balance as their number one goal, and flexibility is the single most important part of that balance for them. Southeast Asian employees are most interested in flexibility, while workers in North America, Europe, and the Australia/New Zealand region place flexibility in their top three wants. Yet research correlates job satisfaction most strongly with the nature of the work itself, not where it is performed. Thus, while as employees we say we want flexibility, what actually makes us satisfied is often something else. Then there are the costs of such work arrangements. Employers like Google’s Melissa Mayer are concerned that flexible workers will become detached from the organization, communicate less, be less available, and lose the benefits of teamwork. Employees have similar concerns: Will out of sight mean out of mind? International research suggests that employee and employer happiness depends on correctly motivating the individual. For ROWE or any flexible arrangement to work, companies need to create clear job descriptions, set attainable goals, and rely on strong metrics to indicate productivity. Managers need to foster close connections and communicate meaningfully to keep flexible workers engaged in the company, its culture, and its processes. And employees need to get the work done, no matter where and when they do it.
Questions
3-15. Do you think that only certain individuals are attracted to flexible work arrangements (FWAs)? Why or why not?
3-16. What are some of the concerns executives have about flexible work arrangements?
3-17. How do you see FWAs affecting a company’s bottom line?
Week 4 Tutorial Exercise
glOBalization! Creating Highly Productive Teams across the Cultural Emotional Barrier, (p145, Textbook).
This exercise contributes to:
Learning Objective:
- Apply concepts about emotions and moods to specific OB issues
Learning Outcome:
- Discuss the importance of individual moods and emotions in the workplace
AACSB:
- Written and oral communications;
- Reflective thinking
The best teams are emotionally intelligent; each member’s emotions are discerned and respectfully considered by the leaders and by the rest of the group. Across cultures, however, this is often easier said than done. Our environments dictate the norms for displaying emotions, resulting in a cultural emotional barrier whenever members from different parts of the world interact.
Research on cultures has focused on Eastern versus Western global comparisons to describe differing belief and value systems. Eastern countries tend to be more collectivistic, whereas Western countries are more individualistic. These distinctions have a profound effect on the emotional dynamics of work teams. It is easy to see how misunderstandings can lead to ineffective group dynamics. A member of an Eastern culture, for instance, will tend to focus on the good of the team over his or her personal success. He or she will likely value harmony and cooperation and may consider any emotional display of anger, disagreement, or contempt to be inappropriate. A group of Eastern members, therefore, will achieve high team productivity in a very different manner from a team of Western members, who value freedom of expression, directness, and other ways of showing individuality.
The Western members may be more comfortable working independently than the Eastern members and be more accepting of emotional displays of frustration or enthusiasm. The Eastern members may look for a balance of negative and positive experiences, while the Western members may tally only the positive experiences.
These are generalizations, of course. Any examination of cultures will look for similarities between people. Yet just as individuals’ emotional expressions will vary by personality and experience, so are our emotions influenced by our cultures. Knowing where someone’s emotions are “coming from” can be an important step toward understanding and thus working well with your teammates. For a team to be highly productive, members need to become emotionally sensitive to the viewpoints of others, and leaders need to learn culturally appropriate emotional responses to motivate team members. Through better understanding of culture and emotions, multicultural teams can capitalize on the strengths that each individual viewpoint can contribute to organizational goals.
Class Exercise
- You are to divide into groups of three to five students. Where possible, include people from different cultures in each group.
- Discuss how people from individualistic cultures might approach a task as compared to how people from a collectivist culture might approach the same task.
- Then, reflect on what challenges these two approaches might create, and how each type of individual might respond to the other.
- Finally, consider the role of a leader who is given the responsibility of bridging cultural differences and ensuring that everyone recognizes and is sensitive to those differences.
- Compare the responses. If there are differences, what cultural influence can be identified as a source of difference?
- The groups should compare their results to determine if there are any divergent interpretations based on cultural or subcultural influences.
Activities to break up Lecture
Exert from Disney Pixar’s 2015 Film – “Inside Out” – to show in conjunction with Slide 5
https://www.youtube.com/watch?v=pvMxhza4myY
Exert from Faulty Towers – to show in conjunction with Slide 14 – Emotional Dissonance (John Cleese)
https://www.youtube.com/watch?v=s6EaoPMANQM
The video shows an excellent example to stimulate a discussion regarding the emotional impact of “acting the rules” – to discuss
Emotional Intelligence – Daniel Goleman – potentially used to assist conversation regarding slide 19
https://www.youtube.com/watch?v=7uQs1NxluKE
Cheers Theme Song – Reflection on slide 28 – How Can Managers Influence Moods
Listen to the music and words and reflect upon what you can do as a manager to influence a positive workplace.
https://www.youtube.com/watch?v=h-mi0r0LpXo
FORMAT
- Abstract
- Table of contents
- Your Essay Contents:
- Introduction to the topic
- Survey of literature
- Critical Evaluation
- Conclusion
- References (2 or 3 popular or professional articles+15 academic articles) total 18 or more references
(APA FORMAT with Arial fonts 12pts)
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