Welcome

Module Overview
Assessment Methods
Industrial and Organisational
Psychology 2A

Learning Resources
Module Guide
Lecture Programme
Communication

Bachelor of Commerce (BCom)

Module Name: Industrial and Organisational Psychology 2A

Module Code: INOP201

NQF Level: 6

Credits: 12
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Contents
Contents................................................................................................................................................................................................ 2

INOP201 | Industrial and Organisational Psychology 2A ........................................................................................................ 4

Welcome
Module Overview .......................................................................................................................................................................... 4

Module Purpose ........................................................................................................................................................................ 5

Syllabus ........................................................................................................................................................................................ 5

Duration of Qualification ......................................................................................................................................................... 5

Module Overview
Teaching Approach .................................................................................................................................................................. 6

Assessment Methods .................................................................................................................................................................... 6

Informal Formative Assessments .......................................................................................................................................... 6

Formal Formative Assessments ............................................................................................................................................. 6

Summative Assessments and Examinations ...................................................................................................................... 7

Assessment Strategy ................................................................................................................................................................ 7

Assessment Methods
Assessment Criteria .................................................................................................................................................................. 8

Learning Resources ...................................................................................................................................................................... 13

Prescribed Textbooks .............................................................................................................................................................. 13

Recommended Textbooks..................................................................................................................................................... 14

Technology Requirements ..................................................................................................................................................... 14

Learning Resources
Lecture Programme and Topic Outlines ................................................................................................................................ 15

Unit 1: Introduction to Organisational Psychology ......................................................................................................... 16

Unit 2: Job Attitudes and Satisfaction ................................................................................................................................. 19

Unit 3: Influencing Factors on Perception in Organisational Settings ...................................................................... 23

Unit 4: Motivation Concepts ................................................................................................................................................ 28

Unit 5: Foundations of Group Behaviour and Understanding Work Teams .......................................................... 33 Lecture Programme

Unit 6: Leadership, Power, and Politics ............................................................................................................................. 39

Unit 7: Conflict and Negotiation ......................................................................................................................................... 43

Unit 8: Foundations of Organisational Structure ............................................................................................................ 48

Unit 9: Organisational Culture ............................................................................................................................................. 53

Unit 10: Organisational Change and Stress Management ........................................................................................... 58

Communication and Support................................................................................................................................................... 64

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Student Support ...................................................................................................................................................................... 64

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Welcome

Welcome
The AIE is a revolutionised family of brands, people, and students. Our curriculum is modeled on workplace
scenarios to provide students with a practical understanding of how they can use their skills in the real-
world. The Academic Institute of Excellence aims to provide innovative, quality education, along with
excellent service delivery and a modern outlook to learning technology.

Module Overview
We take pride in developing and supporting students through innovative programmes that will create
well-rounded, employable and professionally developed individuals.

Learning paths are designed meticulously through the observation of global skill demands as well as the

Assessment Methods
needs of modern students.

Our facilitators are qualified subject matter experts with both practical industry experience and tertiary
education experience.

Learning Resources
All our campuses are conveniently placed in Greenside, Midrand (Johannesburg) and De Waterkant (Cape
Town). We strive to provide our students with the best experience with a range of recreational possibilities
and space to work in, from computer studios and libraries — to a fully operational Makers Lab. Students
have access to lecturers, resources and the latest software to help them fulfil their course requirements.

Lecture Programme
Each of our programmes are benchmarked against local and international standards to ensure that each
student receives the highest level of quality education.

We strive towards excellence and empowering future generations to become problem solvers, critical
thinkers and innovators to create the leaders of tomorrow.
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Our VISION
To deliver demand-driven education, built upon the
principle of quality education through innovation and
technology.

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 INOP201 | Industrial and Organisational Psychology 2A

Module Overview

Welcome
Welcome to this Industrial and Organisational Psychology 2A module. This section provides a
comprehensive overview of the course content and its relevance. Please consult the student portal for
more detail.

Module Overview
School School of Business and Entrepreneurship

Campus Contact All students must take note that a substantially larger portion of self-study is
Sessions required. Students are required to engage with the learning material, and to use
class times as opportunities to clarify work studied with the lecturer.

Assessment Methods
Credits This module is presented over one semester and accounts for 12 credits towards
the total of 360 credits required to successfully complete the Bachelor of
Commerce.

Workload The module requires 120 notional hours to complete, but only 30% (full-time) and
Requirements 15% (part-time) of these hours will be devoted to lecturing. The remainder of time
is allocated to self-study, group discussions (as required), revision work, online
activities, research, assessment preparation, and completing assessments – such
as assignments, tests, and/ or examinations.

Learning Resources
Students are provided with an online class timetable (no physical copies will be
provided). Although we try our very best to ensure that we keep to the timetable,
unforeseen circumstances may require changes to the timetable. For this reason,
we reiterate the importance of monitoring communication from the student
support team or lecturer.

Module Relationships Prerequisites: IHRM101, BMAN101, BMAN102

Lecture Programme
Co-requisites: None
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The AIE (Academic Institute of Excellence) has been granted provisional The AIE (Academic Institute of Excellence) has been granted
registration as private higher education institution of Section 54(3) of the provisional registration as a private college in terms of Section 31(3) of
Act and Regulation 14(4)(b)(i) of the Department of Higher Education and the CET Act and Regulation 12(4), with registration number
2018/FE07/003 for a period of three years.
Training until 31 December 2025. Registration Certificate No
2022/HE07/005. 4|Page
Module Purpose

The purpose of this module is to introduce students to the principles and practices of industrial and
organisational psychology, focusing on individual, group, and organisational behaviour in the workplace.

Welcome
Students will develop the ability to apply theories of attitudes, motivation, leadership, teamwork, conflict,
organisational culture, and change to real-world challenges. The module equips students with practical
skills to analyse workplace dynamics, propose evidence-based interventions, and integrate ethical, cultural,
and legal considerations relevant to the South African context.

Module Overview
Syllabus

The following learning topics will be covered in this module:

 Unit 1: Introduction to Organisational Psychology

 Unit 2: Job Attitudes and Satisfaction

Assessment Methods
 Unit 3: Influencing Factors on Perception in Organisational Settings

 Unit 4: Motivation Concepts

 Unit 5: Foundations of Group Behaviours and Understanding Work Teams

 Unit 6: Leadership, Power, and Politics

 Unit 7: Conflict and Negotiation

Learning Resources
 Unit 8: Foundations of an Organisational Structure

 Unit 9: Organisational Culture

 Unit 10: Organisational Change and Stress Management

Duration of Qualification Lecture Programme

Students registering for this qualification:

 Will take a minimum of three (3) years to complete it.

 Have a maximum of three (3) opportunities to pass this module, subject to the maximum duration
rules of the qualification.
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Teaching Approach

Lectures will predominantly comprise of theory delivery. Theory components will be presented through
presentation slides/whiteboard explanations and facilitated discussions, supplemented with practical

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application scenarios and case studies.

Students will be required to complete various assessment activities, including an individual task (practical
assignment), and a group-based assignment and presentation, followed by an individual presentation.

Module Overview
Assessment Methods

This section details the evaluation criteria for the module. Comprehensive assignment specifications and
submission protocols are available on the student portal.

Assessment Methods
Informal Formative Assessments

Informal formative assessments are conducted throughout the course through quizzes, reflection
exercises, and discussions. Students are provided with immediate feedback to assist in learning.

Learning Resources
Formal Formative Assessments

A formal formative assessment is a structured form of evaluation conducted during the course of a module.
Its purpose is not only to check whether students are engaging with, and understanding the material, but
also to support and guide their learning throughout the semester.

Lecture Programme
Importantly, formal formative assessments contribute to the final mark of the module. They are planned
in advance, follow specific criteria or rubrics, and are formally recorded.

These assessments take place during the term and may include:

 Tests
 Assignments
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 Projects
 Practical tasks
 Presentations.

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Summative Assessments and Examinations

A summative assessment is a formal evaluation conducted at the end of a module or course. Its primary
purpose is to measure the extent to which students have achieved the prescribed learning outcomes after

Welcome
the completion of the teaching and learning process.

Importantly, summative assessments carry significant weight and contribute substantially to the final mark
of the module. They are used to make final judgements about a student’s performance, often for
certification or progression purposes.

Module Overview
These assessments are conducted at the end of the academic period and may include:

 Final examinations
 Major projects or portfolios
 Practical trade tests
Comprehensive written assessments

Assessment Methods

 Final presentations.

Summative assessments are planned in advance, follow strict criteria or rubrics, and are formally recorded
as part of the student’s academic record.

Learning Resources
Examination

It is the responsibility of students to check the official examinations timetable to determine the details (date,
time, and venue) of their examinations.

Take NOTE!
Lecture Programme
The same requirements will apply to both contact and distance learning students.

Assessment Strategy

The assessment strategy outlines the rules governing exam entry, minimum requirements, and
supplementary conditions. Students are advised to familiarise themselves with these details to ensure
successful module completion.
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 Assessment Requirements and Examination Rules

Category Detail

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Exam Entry Students must obtain the required due performance (DP) to qualify for the exam.

The DP includes participation, class tests, all assignments, and an average of at least
40% as a semester mark.

Examination Rules All exam papers require a minimum of 40%.

Scoring below 40% results in automatic failure, regardless of the final mark.

Module Overview
A student who scores between 45% and 48% may qualify for a supplementary exam.

The maximum mark in a supplementary is 50%.

The supplementary exam replaces the original mark, and the DP is forfeited.

Students that are employed are encouraged to communicate their study requirements to their employers

Assessment Methods
in advance, to ensure they are able to comply with the submission deadlines. Work commitments are not
considered an excuse for the late submission of assignments.

If you encounter any difficulty with uploading an assessment, you must immediately log a ticket stating the
problem and attach the assessment to the ticket. Tickets that are logged unreasonably long after the
assessment has closed will be disregarded and the student will be deemed to have not submitted the

Learning Resources
assessment.

Please note that NO ASSIGNMENTS WILL BE ACCEPTED after the relevant due dates. Also, please note
that your lecturers cannot grant any extension of time for the late submission of assignments. Please stick
to the due dates. This means that you should take into account the submission dates for assignments when
Lecture Programme
planning your study schedule. It also means that you must plan ahead.

Assessment Criteria

The assessment criteria for this module are designed to evaluate your understanding, skills, and application
of the course material. Each assessment component will be graded based on the following criteria:
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Assessment Criteria: Unit 1_Introduction to Organisational Psychology

Student demonstrates an appropriately detailed understanding of the learning outcomes and can:

Define and explain the scope, nature, and historical development of organisational psychology

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Analyse the role of organisational psychology in understanding workplace behaviour

Differentiate between key concepts such as organisational psychology, organisational behaviour and
human resource management

Evaluate the relevance of organisational psychology in addressing contemporary workplace challenges,

particularly within the South African context.

Module Overview
Assessment Criteria: Unit 2_Job Attitudes and Satisfaction

Student demonstrates an appropriately detailed understanding of the learning outcomes and can:

Define and explain the nature of components and measurement of job attitudes including job satisfaction,
organisational commitment and employee engagement.

Assessment Methods
Differentiate between key job attitudes and evaluate their impact on employee performance.

Apply theoretical models of job attitudes to South African workplace scenarios, considering cultural and
contextual factors

Assessment Criteria: Unit 3_Influencing Factors on Perception in Organisational Settings

Learning Resources
Student demonstrates an appropriately detailed understanding of the learning outcomes and can:

Explain the perceptual process and identify factors that influence perception in organisational settings

Analyse common perceptual errors and biases and their impact on workplace judgement and behaviour.

Differentiate between decision-making models and evaluate their relevance to organisational contexts.

Apply theories of perception and decision-making to workplace scenarios, considering ethical and
dimensions in South Africa Lecture Programme

Assessment Criteria: Unit 4_Motivation Concepts

Student demonstrates an appropriately detailed understanding of the learning outcomes and can:

Explain classical theories of motivation (Maslow, Herzberg, McClelland) and contemporary models (Self-
Determination, Goal-Setting, Expectancy Equity Job characteristics).
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Analyse the strengths and limitations of different motivation theories, using workplace scenarios

Differentiate clearly between intrinsic and extrinsic motivation , providing examples on how each affects
performance

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Apply motivation theories to practical organisational challenges, such as designing reward systems or
improving

Evaluate the relevance of motivation concepts to South African organisations , considering cultural diversity

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Assessment Criteria: Unit 5_Foundations of Group Behaviour and Understanding Work Teams

Student demonstrates an appropriately detailed understanding of the learning outcomes and can:

Explain the stages of group development (forming, storming, norming, performing and adjourning) with
real-world examples.

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Analyse the factors that influence group behaviour, such as group size, diversity, roles, norms, and
cohesiveness.

Differentiate between groups and teams, explaining the features of various team types (self-managed,
virtual, cross-functional).

Evaluate the characteristics of effective teams, including trust,accountability, complementary skills and
conflict management.

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Analyse the negative dynamics of groups (e.g., groupthink, social loafing) and propose solutions to mitigate
their impact.

Apply team effective models to workplace case studies, demonstrating practical strategies for improving
performance.

Assess the influence of cultural diversity and inclusion on group behaviour and teamwork in South African
organisations.

Learning Resources
Assessment Criteria: Unit 6_Leadership, Power, and Politics

Student demonstrates an appropriately detailed understanding of the learning outcomes and can:

Explain key leadership theories and styles, and their relevance in organisational contexts.

Analyse the role of power and politics in shaping organisational decision-making and behaviour.

Differentiate between formal authority, personal power, and political behaviour; evaluating their effects
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on leadership effectiveness.

Apply leadership and power theories to workplace scenarios, considering ethical, cultural, and contextual
factors within South Africa.
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Assessment Criteria: Unit 7_Conflict and Negotiation

Student demonstrates an appropriately detailed understanding of the learning outcomes and can:

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Explain the causes and types of conflict in organisations, distinguishing between functional and
dysfunctional conflict.

Analyse different conflict handling styles (avoidance, competition, compromise, accommodation,

collaboration) and their outcomes.

Evaluate the impact of conflict on team performance, decision-making and organisational effectiveness.

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Differentiate between distributive and integrative bargaining, outlining strengths and limitations.

Apply negotiating strategies to workplace case studies, demonstrating effective conflict resolution.

Assess the ethical and cultural considerations in handling conflict and negotiation in South African
workplaces.

Assessment Criteria: Unit 8_Foundations of Organisational Structure

Assessment Methods
Student demonstrates an appropriately detailed understanding of the learning outcomes and can:

Analyse the advantages and disadvantages of different structural designs such as functional, divisional,
matrix, team-based, and flat structures.

Evaluate the relationship between structure, strategy, and the organisational environment.

Differentiate between mechanistic and organic structures, illustrating where each is most effective.

Apply knowledge of structural design to workplace scenarios, assessing alignment with organisational

Learning Resources
goals.

Discuss the implications of organisational restructuring and design choices in the South African context
considering issues of scale, diversity, and transformation.

Assessment Criteria: Unit 9_Organisational Culture

Student demonstrates an appropriately detailed understanding of the learning outcomes and can: Lecture Programme

Define organisational culture and explain its levels (artefacts, values and underlying assumptions)

Analyse the functions of organisational culture in shaping behaviour, performance and identity.

Differentiate between strong and weak cultures,evaluating their impact on stability, innovation and change

Apply models of culture (e.g., Schein’s model, competing values framework) to case studies.
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Assessment Criteria: Unit 10_Organisational Change and Stress Management

Student demonstrates an appropriately detailed understanding of the learning outcomes and can:

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Explain the internal and external forces driving organisational change.

Analyse models of planned change (e.g., Lewin’s three step model, Kotter's eight step model) and their
application in organisational contexts.

Evaluate common sources of resistance to change and propose strategies to overcome them.

Differentiate between individual and organisational stressors, identifying their effects on performance and

Module Overview
wellbeing.

Apply theories of stress and coping to workplace examples, distinguishing between primary, secondary
and tertiary intervention.

Assess the effectiveness of organisational initiatives such as wellness programmes, employee assistance
programmes (EAP's) and resilience.

Contextualise organisational change and stress management in the South African environment

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considering socio-economic pressures, labour legislation, and cultural diversity.

Learning Resources
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Learning Resources

This section outlines all necessary resources for successful completion of the module. Students can access

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the readings and supplementary materials via the 'Learning Material' section on the student portal.

Prescribed Textbooks

This section outlines the essential texts and articles that form the core reading material for the module.

Module Overview
Students are expected to engage with these resources in preparation for lectures, presentations, and
assessments.

Easily find your prescribed textbook, videos, and other course materials by exploring the
convenient student portal.

Assessment Methods
Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed.). Pearson UK

The prescribed reading list is categorised by topic and week in more detail under the ‘lecture programme’
section of this document, aligning with the course schedule. Each entry in the lecture programme includes
full bibliographic details and, where applicable, the specific chapters or sections to be studied.

Learning Resources
Access to prescribed readings is facilitated through multiple channels:

 Perlego Digital Library: The majority of textbooks are available through Perlego, our primary digital
library platform. Students can access Perlego using their university credentials, and a link to the
textbook will be provided on the portal.
Lecture Programme
 Student Portal Library: This is a separate repository from Perlego, hosted directly on the student
portal. It contains e-book versions of texts not available on Perlego.

Each item on the reading list will clearly indicate its availability (Perlego, Student Portal Library, or Physical
Library). Students are advised to check both Perlego and the student portal library before seeking a
physical copy. Journal articles can be accessed using the provided DOI or direct links on the student portal.
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 Take NOTE!

Students are strongly advised to complete the assigned readings prior to the relevant lectures to

Welcome
facilitate meaningful discourse and comprehension of complex concepts.

Recommended Textbooks

For those seeking to expand their understanding, supplementary materials are listed here. All referenced
resources are accessible through the 'Additional Reading' tab, under the ‘Getting Started’ section of the

Module Overview
portal.

Easily find your prescribed textbook, videos, and other course materials by exploring the
convenient student portal.

Assessment Methods
None

Technology Requirements

This section specifies the technological prerequisites for the course. Technical support can be obtained
through the 'IT Support' section on the student portal.

Learning Resources
Online access to Internet and the Student Portal.

Laptop or Desktop PC:

 Laptop: Preferably with at least an Intel Core i5 processor, 8 GB of RAM, and 256 GB Lecture Programme

of storage.

 Desktop PC: Should have at least an Intel Core i5 processor, 8 GB of RAM, and 512
GB of storage.

Login Information: Ensure you have your student ID and password to access course materials,
grades, and other resources.
Regular Check-ins: Log in frequently to stay updated on assignments, deadlines, and
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announcements.

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Lecture Programme and Topic Outlines

This schedule outlines the module's progression. Students are strongly encouraged to study these details

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and regularly check the student portal for any amendments. Students should consult the student portal to
view a comprehensive timetable.

These outlines provide an in-depth overview of each subject area. Students are advised to utilise these in

Module Overview
conjunction with lecture notes and prescribed readings accessible via the portal.

This compilation serves as a primary revision resource. Students are encouraged to employ these materials
in tandem with the practice assessments provided on the student portal for thorough examination
preparation.

Assessment Methods
The prescribed reading list is categorised by topic and outcome, aligning with the course schedule. Each
entry includes full bibliographic details and, where applicable, the specific chapters or sections to be
studied.

Learning Resources
Lecture Programme
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Unit 1: Introduction to Organisational Psychology

Specific Outcomes 1. Define and explain the scope, nature, and historical development of

Welcome
organisational psychology
2. Analyse the role of organisational psychology in understanding workplace
behaviour
3. Differentiate between key concepts such as organisational psychology,
organisational behaviour and human resource management
4. Evaluate the relevance of organisational psychology in addressing

Module Overview
contemporary workplace challenges, particularly within the South African
context.

Unit Rationale

This unit explains the scope, nature and historical development of organisational psychology and to analyse
the role of organisational psychology in understanding and influencing workplace behaviour. Differentiate
between key concepts such as organisational psychology, organisational behaviour, and human resource

Assessment Methods
management. Evaluate the contribution of organisational psychology to addressing workplace challenges
such as performance, engagement, and diversity.

Topics Overview

 Organisational Psychology Defined

 Workplace Behaviour
 Workplace Dynamics and Psychological Insights

Learning Resources
 Contemporary Workplace Challenges

Assessment Criteria

Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain
and describe (as appropriate) the:

 Scope, nature, and historical development of organisational psychology, and can define and
explain these elements
Lecture Programme

 Role of organisational psychology in understanding workplace behaviour, and can analyse its
contributions
 Key concepts of organisational psychology, organisational behaviour, and human resource
management, and can differentiate between them
 Relevance of organisational psychology in addressing contemporary workplace challenges—
particularly within the South African context—and can evaluate its significance.
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1.1 Organisational Psychology Defined

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed., Chapter 1: Section 1.1, pp. 38-44).
Pearson UK.

Organisational psychology, also called industrial-organisational (I-O) psychology, is a branch of psychology

Module Overview
that studies how people behave in the workplace. It focuses on understanding both individual and group
behaviour, improving employee well-being, increasing productivity, and creating effective organisational
structures and cultures. This field combines psychological knowledge with business practices to address
issues such as leadership, motivation, performance evaluation, recruitment, training, and organisational
change.

Assessment Methods
1.2 Workplace Behaviour

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Learning Resources
Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed., Chapter 11: Section 11.6, p. 387).
Pearson UK.

Organisational psychology plays an important role in explaining workplace behaviour by applying

psychological theories and research to real organisational situations. It helps us understand how people
think, feel, and behave at work, providing insight into motivation, job satisfaction, leadership, Lecture Programme

communication, and decision-making. By studying areas such as personality, emotional intelligence, and
thought processes, organisational psychologists can predict how employees might respond to different
work environments and tasks. This understanding assists organisations in developing better recruitment
methods, training programmes, and performance management systems. It also helps teams work together
more effectively and manage conflict in a constructive way.
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1.3 Workplace Dynamics and Psychological Insights

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed., Chapter 7: Section 7.3, p. 242). Pearson
UK.

Workplace dynamics are shaped by formal structures like hierarchy and roles, as well as informal influences

Module Overview
such as team norms and interpersonal relationships. Psychological insights help explain behaviours within
these dynamics. Factors like motivation, personality traits, emotional intelligence, and stress levels all play
a role in how individuals communicate, collaborate, and perform. A healthy organisational culture that
fosters psychological safety, clear communication, and emotional awareness can significantly enhance
productivity, job satisfaction, and conflict resolution. Understanding these elements allows leaders and

Assessment Methods
educators to cultivate environments where people feel valued, supported, and empowered to contribute
meaningfully.

1.4 Contemporary Workplace Challenges

STUDY Prescribed Reading

Learning Resources
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed., Chapter 12: Section 12.7, p. 426).
Pearson UK.

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Organisational psychology, organisational behaviour, and human resource management are closely
related but differ in their main focus and application. Organisational psychology is a scientific field based
on psychology that studies human behaviour in workplace settings. It aims to understand individual and
group dynamics, motivation, leadership, and employee well-being through research. The goal is to use
psychological principles to improve both the employee experience and organisational performance.
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Unit 2: Job Attitudes and Satisfaction

Specific Outcomes 1. Define and explain the nature of components and measurement of job

Welcome
attitudes including job satisfaction, organisational commitment and
employee engagement.
2. Differentiate between key job attitudes and evaluate their impact on
employee performance.
3. Apply theoretical models of job attitudes to South African workplace
scenarios, considering cultural and contextual factors.

Module Overview
Unit Rationale

This unit defines and explain the nature, components and measurement of job attitudes, including job
satisfaction, organisational commitment and employee engagement. In this unit we will also analyse the
antecedents and consequences of job satisfaction in workplace settings.

Topics Overview

Assessment Methods
 Job Attitudes and their Measurements
 Comparing Job Attitudes and their Influence of Performance
 Theoretical Models of Job Attitudes in Practice
 Cultural and Contextual Influences on Job Attitudes
Assessment Criteria

Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain

Learning Resources
and describe (as appropriate) the:

 Nature, components, and measurement of job attitudes—including job satisfaction,

organisational commitment, and employee engagement—and can define and explain these
aspects.
 Key job attitudes and their impact on employee performance, and can differentiate between
them and evaluate their influence.
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 Application of theoretical models of job attitudes to South African workplace scenarios, with
consideration of cultural and contextual factors.

2.1 Job Attitudes and their Measurements

STUDY Prescribed Reading

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Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed., Chapter 3: Section 3:1-3.3, pp. 114-117).
Pearson UK.

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 Job attitudes refer to the thoughts, feelings, and behaviours individuals have towards their work. These
attitudes influence how people view their jobs and how they perform in the workplace. They are shaped
by personal experiences, values, and perceptions of the work environment.

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Job attitudes have three main components:

 Cognitive component: what an employee believes or thinks about their job, such as whether it is
fair, challenging, or rewarding
 Affective: how the employee feels about their job, including satisfaction, enthusiasm, or frustration

Module Overview
 Behavioural component: how the employee acts based on these thoughts and feelings, such as
working hard, staying with the organisation, or looking for another job.

Common job attitudes measured in organisations include:

 Job satisfaction: degree to which an employee feels positive about their work and work conditions

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 Organisational commitment: the employee’s sense of loyalty and emotional attachment to the
organisation
 Employee engagement: the level of energy, enthusiasm, and involvement an employee brings to
their work.

These attitudes are typically assessed through surveys, interviews, and observation. Understanding them
helps organisations identify strengths and areas needing improvement in the work environment.

Learning Resources
2.2 Comparing Job Attitudes and their Influence on Performance

STUDY Prescribed Reading

Lecture Programme
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed., Chapter 3: Section 3.3-3.7, pp. 118-133).
Pearson UK.

Different job attitudes are closely linked to how employees behave and perform. Job satisfaction is
associated with higher productivity, lower absenteeism, and better teamwork. Satisfied employees tend to
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show initiative and maintain a positive attitude towards challenges.

Organisational commitment contributes to loyalty, reduced turnover, and stronger alignment with
company goals. Committed employees are more likely to stay and support organisational success.

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 Employee engagement goes beyond satisfaction; engaged employees are emotionally invested and willing
to put in extra effort, which improves performance and morale.

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Negative attitudes, such as dissatisfaction or disengagement, often lead to absenteeism, poor
performance, and conflict. In contrast, positive attitudes create a more motivated and cooperative
workforce. Leadership, fair treatment, recognition, and meaningful work all play important roles in building
positive job attitudes.

Module Overview
2.3 Theoretical Models of Job Attitudes in Practice

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed., Chapter 4: Section 4.1-4.4, pp. 140-153).

Assessment Methods
Pearson UK.

Several models help explain how job attitudes develop and how they influence behaviour in the workplace.

Job Characteristics Model (Hackman & Oldham)

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This model identifies five key job features: skill variety, task identity, task significance, autonomy, and
feedback. Jobs that are meaningful, allow independence, and provide regular feedback tend to produce
more motivated and satisfied employees.

Three-Component Model of Organisational Commitment (Meyer & Allen)

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This model describes three types of commitment:

 Affective commitment: emotional attachment to the organisation

 Continuance commitment: staying because of perceived costs or lack of alternatives
 Normative commitment: staying out of obligation or moral duty.

Understanding these components helps organisations develop strategies to strengthen employee loyalty
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and reduce turnover. Applying these models allows organisations to design work environments that
encourage positive attitudes and improve performance outcomes.

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2.4 Cultural and Contextual Influences on Job Attitudes

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed., Chapter 16: Section 16.1, p. 549). Pearson
UK.

Job attitudes are not formed in isolation; they are influenced by cultural, social, and economic factors. In

Module Overview
South Africa, where workplaces are diverse and shaped by a complex history, these influences are
particularly important.

Cultural values affect how employees view work, authority, teamwork, and recognition. For instance, in

Assessment Methods
collectivist cultures, teamwork and group success may be valued more than individual achievement. In
contrast, employees from individualistic backgrounds may prefer autonomy and personal rewards.

Socio-economic factors also shape attitudes. In contexts marked by inequality or limited job opportunities,
job security and fair treatment become especially important for satisfaction and commitment.

Learning Resources
Organisations can strengthen job attitudes by promoting inclusivity, recognising cultural differences, and
ensuring fairness in opportunities and rewards. Leadership that values open communication and student
participation can build trust and motivation across diverse teams.

Lecture Programme
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Unit 3: Influencing Factors on Perception in Organisational Settings

Specific Outcomes 1. Explain the perceptual process and identify factors that influence perception

Welcome
in organisational settings.
2. Analyse common perceptual errors and biases and their impact on workplace
judgement and behaviour.
3. Differentiate between decision-making models and evaluate their relevance
to organisational contexts.
4. Apply theories of perception and decision-making to workplace scenarios,

Module Overview
considering ethical and cultural dimensions in South Africa.

Unit Rationale

This unit equips students with a foundational and applied understanding of how perception and decision-
making processes shape individual and collective behaviour in the workplace. Students will explore the
perceptual process and identify the key factors that influence perception within organisational settings.
Emphasis is placed on recognising and analysing common perceptual errors and cognitive biases, and

Assessment Methods
understanding their impact on workplace judgement, interpersonal dynamics, and organisational
outcomes. In addition, the unit introduces students to theoretical models of perception and decision-
making, encouraging critical evaluation and practical application of these frameworks to real-world
workplace scenarios. Special attention is given to the ethical and cultural dimensions of perception and
decision-making in the South African context, fostering culturally responsive and ethically sound
organisational practices. On completion of this unit, students will be able to apply psychological insights to
enhance decision quality, reduce bias, and contribute to more inclusive and effective organisational

Learning Resources
environments.

Topics Overview

 Perception in Organisational Contexts

 Perceptual Biases and Workplace Implications
 Decision-making Models in Organisations
 Ethical Decision-making and Perception in South Africa Lecture Programme

Assessment Criteria

Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain
and describe (as appropriate) the:

 Perceptual process and the factors that influence perception in organisational settings, and can
explain and identify these elements.
 Common perceptual errors and biases, and can analyse their impact on workplace judgement
Communication

and behaviour.
 Decision-making models, and can differentiate between them and evaluate their relevance to
organisational contexts.

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  Application of theories of perception and decision-making to workplace scenarios, with
consideration of ethical dimensions and the South African context.

Welcome
3.1 Perception in Organisational Contexts
Perception is the process through which individuals select, organise, and interpret information from their
environment to make sense of the world around them. In organisational settings, perception influences
how employees understand their roles, colleagues, and workplace situations.

Module Overview
The perceptual process has three key stages:

1. Selection: choosing which information to focus on from the environment

2. Organisation: arranging the information into meaningful patterns
3. Interpretation: giving meaning to the information, based on personal experiences, expectations,

Assessment Methods
and context.

People do not see things exactly as they are, but rather as they perceive them to be. In the workplace, this
means that two employees can experience the same situation but interpret it differently. For example, one
person might view feedback as helpful, while another might see it as criticism. Understanding perception
helps managers and teams improve communication, avoid misunderstandings, and create fairer, more

Learning Resources
inclusive workplaces.

3.2 Perceptual Biases and Workplace Implications

STUDY Prescribed Reading

Lecture Programme
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 6, Section 6.2 pp. 204-211).
Pearson UK.

Perceptual biases are systematic errors in judgement that occur when people’s perceptions are influenced
by their personal beliefs, experiences, or emotions. These biases can affect relationships, decision-making,
Communication

and performance in the workplace.

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 Common types of perceptual biases include:

 Stereotyping: making assumptions about individuals based on group membership, which can lead
to prejudice or discrimination

Welcome
 Halo effect: allowing one positive trait to shape the overall impression of a person (for example,
assuming someone who is confident is also competent)
 Horns effect: the opposite of the halo effect, where one negative trait influences the overall
evaluation of a person
 Selective perception: focusing on information that confirms existing beliefs while ignoring
contradictory evidence

Module Overview
 Projection: attributing one’s own thoughts, feelings, or traits to others.

In organisations, these biases can influence hiring, performance appraisal, promotion decisions, and
teamwork. For instance, managers who rely on stereotypes may overlook capable employees, while
selective perception can reinforce existing workplace inequalities. Recognising and addressing these biases

Assessment Methods
through training, awareness, and structured decision processes supports fairness and better outcomes.

3.3 Decision-making Models in Organisations

STUDY Prescribed Reading

Learning Resources
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 6: Section 6.4, pp. 212-214).
Pearson UK.

Decision-making is the process of selecting the best course of action from several alternatives. In
organisations, decisions range from daily operational choices to long-term strategic planning. Several Lecture Programme
models explain how individuals and groups make decisions. We will look at:

 Rational decision-making model

 Bounded rationality model
 Intuitive decision-making model.

Rational Decision-Making Model

Communication

This model assumes a logical and systematic process. Decision-makers identify the problem, gather
complete information, evaluate alternatives, and choose the most effective solution. It works best in stable
environments where accurate information is available and time allows for careful analysis.

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 Bounded Rationality Model

Developed by Herbert Simon, this model recognises that people face limits in time, resources, and
cognitive capacity. Because of these constraints, decision-makers often settle for an option that is “good

Welcome
enough” rather than perfect. This is known as satisficing. In many South African organisations, especially
small and medium-sized enterprises, bounded rationality reflects the practical reality of limited data and
resources.

Intuitive Decision-Making Model

Module Overview
This model is based on experience, instinct, and immediate understanding rather than detailed analysis.
Intuitive decisions are common in uncertain or fast-changing environments, such as during crises or when
quick responses are required. Experienced leaders often rely on intuition built from years of practice and
pattern recognition.

Assessment Methods
Each model offers advantages and limitations. Rational models ensure structure and logic, while bounded
rationality and intuitive approaches are more flexible and realistic for dynamic organisational contexts.

3.4 Ethical Decision-making and Perception in South Africa

STUDY Prescribed Reading

Learning Resources
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 6: Section 6.6, pp. 222-225).
Pearson UK.

Ethical decision-making refers to choosing actions that are morally sound and align with values such as
Lecture Programme

fairness, honesty, and respect. In South Africa’s diverse workplaces, ethical decisions are influenced by
cultural norms, social expectations, and historical inequalities.

Perception plays an important role in ethics because individuals interpret situations differently based on
their values and experiences. For example, feedback styles, authority, and teamwork may be viewed
Communication

differently across cultural backgrounds. Misunderstandings can arise when people interpret behaviour
through their own cultural lens rather than considering others’ perspectives.

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Ethical decision-making in South Africa must therefore include cultural awareness, transparency, and
inclusivity.

Welcome
Leaders can promote ethical behaviour by:

 Communicating clearly and fairly

 Encouraging open discussion and feedback
 Ensuring decision-making processes are consistent and unbiased
 Modelling integrity and accountability.

Module Overview
In a country with a history of inequality and diversity, promoting ethical perception and decision-making
strengthens trust, teamwork, and organisational credibility.

Assessment Methods
Learning Resources
Lecture Programme
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Unit 4: Motivation Concepts

Specific Outcomes 1. Explain classical theories of motivation (Maslow, Herzberg, McClelland) and

Welcome
contemporary models (Self-Determination, Goal-Setting, Expectancy, Equity,
Job Characteristics).
2. Analyse the strengths and limitations of different motivation theories, using
workplace scenarios.
3. Differentiate clearly between intrinsic and extrinsic motivation, providing
examples on how each affects performance.

Module Overview
4. Apply motivation theories to practical organisational challenges, such as
designing reward systems or improving employee motivation and
performance.
5. Evaluate the relevance of motivation concepts to South African organisations,
considering cultural diversity.

Unit Rationale

Assessment Methods
This unit equips students with an understanding of the theories and practices that explain why individuals
behave the way they do in the workplace. It explores both classical and contemporary approaches to
motivation, shedding light on the drivers of employee effort, persistence, and performance. The unit also
examines organisational conditions that can either enhance or hinder motivation. By analysing the strengths
and limitations of various motivation theories, students are encouraged to develop critical thinking skills
and apply theoretical insights to real-world workplace challenges.

Topics Overview

Learning Resources
 Motivation Theories: Classical and Contemporary Perspectives
 Equity Characteristics
 Evaluating Motivation Theories in Practice
 Intrinsic vs Extrinsic Motivation in the Workplace
 Applying Motivation Theories to Organisational Challenges
 Motivation in the South African Organisational Landscape Lecture Programme

Assessment Criteria

Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain
and describe (as appropriate):

 Classical theories of motivation—such as Maslow, Herzberg, and McClelland—and

contemporary models including Self-Determination, Goal-Setting, Expectancy, Equity, and Job
Characteristics, and can explain their key principles.
Communication

 Strengths and limitations of different motivation theories, and can analyse their application using
workplace scenarios.
 Distinction between intrinsic and extrinsic motivation, and can provide examples of how each
influences employee performance.

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  Application of motivation theories to practical organisational challenges, such as designing
reward systems or improving employee engagement.
 Relevance of motivation concepts to South African organisations, and can evaluate their
applicability in light of cultural diversity.

Welcome
4.1 Motivation Theories: Classical and Contemporary Perspectives

STUDY Prescribed Reading

Module Overview
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 7: Section 7.1-7.5, pp. 237-255).
Pearson UK.

Motivation refers to the internal and external factors that drive individuals to act in certain ways to achieve

Assessment Methods
goals. In the workplace, motivation influences how employees perform, engage, and persist in their tasks.
Over time, several theories have been developed to explain what motivates people at work.

4.2 Equity Characteristics

STUDY Prescribed Reading

Learning Resources
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 7: Section 7.6, pp. 255-257).
Pearson UK.

Equity in the workplace refers to the perception of fairness in how tasks, rewards, and opportunities are Lecture Programme
distributed among employees.

According to Adams’ Equity Theory, individuals compare their input–output ratio (effort versus rewards)
to that of others. When employees feel fairly treated, they are more motivated, engaged, and committed.
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4.3 Evaluating Motivation Theories in Practice

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 7: Exhibit 7.9, p. 261). Pearson
UK.

Each motivation theory offers valuable insights but also has limitations.

Module Overview
 Maslow’s Hierarchy of Needs: helps explain why basic needs must be met before higher aspirations
can emerge. However, it assumes a fixed order of needs, which may not apply universally or across
cultures.
 Herzberg’s Two-Factor Theory: provides a practical framework for improving job satisfaction but
may oversimplify complex workplace experiences.

Assessment Methods
 McClelland’s Theory of Needs: is useful for understanding leadership and team dynamics, but it
requires detailed assessment and may not fully account for situational factors.

In practice, combining elements from multiple theories allows organisations to design motivation strategies
suited to different roles, personalities, and cultural contexts.

Learning Resources
Take NOTE!

Abraham Maslow proposed that individuals are motivated by five levels of needs: physiological, safety,
social, esteem, and self-actualisation. According to this theory, basic needs (such as food, security, and
belonging) must be satisfied before higher level needs (such as achievement and personal growth)
become motivating factors.
Lecture Programme

4.4 Intrinsic vs Extrinsic Motivation in the Workplace

Intrinsic motivation arises from internal satisfaction. Employees are driven by interest, enjoyment, or
personal growth. For example, a person may be motivated by solving complex problems or achieving
mastery in a skill.
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Extrinsic motivation comes from external rewards such as salary, bonuses, or recognition. While these
incentives can encourage effort, they are often temporary unless supported by intrinsic motivators.

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 Effective organisations balance both types. For instance, financial rewards can attract and retain talent,
while opportunities for learning, autonomy, and meaningful work sustain long-term engagement.
Understanding this balance helps managers design work environments that inspire both commitment and

Welcome
performance.

Take NOTE!

In the workplace, this means employees need fair pay and job security before they can focus on

Module Overview
professional development and self-fulfilment.

4.5 Applying Motivation Theories to Organisational Challenges

Motivation theories can be applied to address various workplace challenges such as low productivity, high

Assessment Methods
turnover, and disengagement.

 Maslow’s theory can guide the creation of supportive environments that address basic employee
needs before focusing on personal growth.
 Herzberg’s theory can inform job redesign by improving hygiene factors and adding motivators like
recognition and responsibility.
 McClelland’s theory can help managers match tasks to individuals’ dominant needs—for example,
assigning leadership roles to those motivated by power or project goals to those motivated by

Learning Resources
achievement.

Incorporating motivational principles into performance management, training, and reward systems
improves morale and effectiveness. Leaders who understand what drives their employees are better
equipped to create positive, high-performing workplaces.
Lecture Programme

4.6 Motivation in the South African Organisational Landscape

In South Africa, workplace motivation is shaped by diverse cultural, social, and economic conditions. Many
employees still value job security, fair pay, and safe working conditions as primary motivators due to socio-
economic challenges. Once these needs are met, opportunities for growth, recognition, and
Communication

empowerment become stronger drivers of performance.

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Post-apartheid transformation has also emphasised fairness, equality, and inclusion as motivational factors.
Recognition and empowerment of previously disadvantaged groups, as well as access to training and
development, play key roles in sustaining motivation.

Welcome
Contemporary South African organisations are integrating technology, wellness initiatives, and hybrid work
models to enhance motivation. Upskilling and continuous learning have become important motivators in
industries such as renewable energy, finance, and digital technology.

Module Overview
By aligning motivational strategies with cultural values and socio-economic realities, South African
organisations can build engaged, resilient, and high-performing workforces.

Take NOTE!

Assessment Methods
Hygiene factors (such as salary, working conditions, and company policy) prevent dissatisfaction, but
do not necessarily increase motivation.

Motivators (such as achievement, recognition, and responsibility) directly enhance satisfaction and
motivation.

David McClelland’s Acquired Needs Theory refers to three learned motivators that drive behaviour: the

Learning Resources
need for achievement (desire to excel and succeed), the need for affiliation (desire for relationships
and belonging), and the need for power (desire to influence and control). These needs, shaped by
experience, explain differences in workplace motivation and leadership styles.

Lecture Programme
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Unit 5: Foundations of Group Behaviour and Understanding Work Teams

Specific Outcomes 1. Explain the stages of group development (forming, storming, norming,

Welcome
performing and adjourning) with real-world examples.
2. Analyse the factors that influence group behaviour, such as group size,
diversity, roles, norms and cohesiveness.
3. Differentiate between groups and teams, explaining the features of various
team types (self-managed, virtual, cross-functional).
4. Evaluate the characteristics of effective teams, including trust, accountability,

Module Overview
complementary skills and conflict management.
5. Analyse the negative dynamics of groups (e.g., groupthink, social loafing) and
propose solutions to mitigate their impact.
6. Apply team effectiveness models to workplace case studies, demonstrating
practical strategies for improving performance.
7. Assess the influence of cultural diversity and inclusion on group behaviour
and teamwork in South African organisations.

Assessment Methods
Unit Rationale

This unit equips students with a comprehensive understanding of the stages of group development and
the factors that shape group behaviour. It examines the complexity of human interaction across diverse
workplace settings and differentiates between groups and teams, while evaluating the characteristics that
contribute to team effectiveness. Students will explore key group dynamics—including roles, norms, status,
and cohesion—to better understand how these elements influence collaboration and performance in
organisational contexts.

Learning Resources
Topics Overview

 The Key Elements that Influence Group Behaviour

 The Influence of Key Factors at Work
 Types of Teams at Work
 Characteristics of Effective Teams
Lecture Programme
 Negative Team Dynamics
 Improving Team Performance
 Influence of Cultural Diversity in the Workplace
Assessment Criteria

Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain
and describe (as appropriate) the:
Communication

 Stages of group development—forming, storming, norming, performing, and adjourning—and

can explain each stage using real-world examples.
 Factors that influence group behaviour, such as group size, diversity, roles, norms, and
cohesiveness, and can analyse their effects.

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  Distinction between groups and teams, and can explain the features of various team types,
including self-managed, virtual, and cross-functional teams.
 Characteristics of effective teams—such as trust, accountability, complementary skills, and
conflict management—and can evaluate their contribution to team success.

Welcome
 Negative group dynamics, including groupthink and social loafing, and can analyse their impact
and propose strategies to mitigate them.
 Application of team effectiveness models to workplace case studies, and can demonstrate
practical strategies for improving team performance.
 Influence of cultural diversity and inclusion on group behaviour and teamwork, particularly
within South African organisational contexts, and can assess their implications.

Module Overview
5.1 The Key Elements that Influence Group Behaviour

STUDY Prescribed Reading

Assessment Methods
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 9: Section 9.1, p. 302). Pearson
UK.

Group behaviour refers to how people act and interact when they are part of a group. In organisations,

Learning Resources
understanding group behaviour is essential because most work is completed through collaboration.

Several key elements shape how groups function:

 Group norms: the shared expectations or unwritten rules that guide members’ behaviour. Norms
influence how individuals communicate, make decisions, and handle conflict
 Roles: each group member has specific responsibilities or functions that contribute to achieving Lecture Programme
goals. Clear roles reduce confusion and ensure accountability
 Status: the level of influence or importance given to each member, often based on experience or
position. Unequal status can create tension if not managed fairly
 Cohesion: the sense of belonging and unity among group members. High cohesion encourages
cooperation and commitment, while low cohesion may result in conflict or disengagement
 Leadership: the style and quality of leadership greatly affect group motivation, coordination, and
overall success.
Communication

When these elements align positively, groups tend to be productive, motivated, and innovative.

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 5.2 The Influence of Key Factors at Work

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 10: Section 3, p. 348). Pearson
UK.

Group behaviour is also affected by situational and organisational factors within the workplace. These

Module Overview
include:

 Leadership style: supportive and participative leaders encourage collaboration and trust, while
authoritarian leaders may limit creativity and openness
 Communication: clear, consistent communication prevents misunderstandings and helps groups
stay aligned

Assessment Methods
 Organisational culture: a culture that values teamwork, respect, and inclusion enhances cooperation
 External pressures: deadlines, limited resources, or organisational changes can either unite a team
under shared pressure or create stress and conflict
 Diversity of skills and perspectives: varied backgrounds enrich problem-solving and innovation,
though they may also require strong conflict-management skills.

Understanding how these factors interact allows managers to create conditions that support positive group

Learning Resources
behaviour and performance.

5.3 Types of Teams at Work

STUDY Prescribed Reading

Lecture Programme

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 10: Section 10.2, p. 334). Pearson
UK.

Teams can take different forms depending on their purpose, structure, and goals. Common types include:

 Functional teams: members come from the same department and perform specific tasks, such as
Communication

finance or marketing
 Cross-functional teams: employees from different departments collaborate on a project, combining
diverse expertise
 Project teams: temporary teams formed to complete a specific project or achieve a defined outcome

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  Self-managed teams: groups that operate with little supervision and take responsibility for planning
and decision-making
 Virtual teams: members work remotely and rely on technology to communicate and coordinate
tasks.

Welcome
Each type of team has strengths and challenges, and success depends on clear goals, communication, and
mutual accountability.

Module Overview
5.4 Characteristics of Effective Teams

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 10: Exhibit 10.3, p. 338). Pearson

Assessment Methods
UK.

Effective teams share several core characteristics that contribute to high performance and satisfaction:

 Clear goals: members understand the team’s purpose and objectives

 Defined roles: everyone knows their responsibilities and how they contribute to the team’s success
 Open communication: ideas and feedback are shared honestly and respectfully

Learning Resources
 Trust and mutual respect: members rely on one another and value each person’s contributions
 Strong leadership: effective leaders guide, support, and coordinate the team without dominating it
 Commitment: members are motivated to achieve shared goals and uphold team standards
 Adaptability: the team can adjust to changes in tasks, roles, or conditions.

Teams that display these characteristics tend to perform well, maintain morale, and adapt successfully to
Lecture Programme

challenges.

5.5 Negative Team Dynamics

STUDY Prescribed Reading

Communication

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 9, p. 312). Pearson UK.

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 Not all group interactions are positive. Negative dynamics can disrupt performance, reduce motivation,
and create conflict. Common problems include:

 Poor communication: misunderstandings or lack of feedback lead to confusion and frustration

Welcome
 Role ambiguity: unclear responsibilities cause overlap or neglect of tasks
 Dominance by certain members: when one or two people control discussions, others may withdraw
 Conflict and power struggles: disagreements can escalate if not managed constructively
 Lack of trust: suspicion and blame weaken collaboration and morale.

Module Overview
Recognising and addressing negative dynamics early is vital. Teams need open dialogue, clear
expectations, and effective conflict-resolution processes to restore healthy working relationships.

5.6 Improving Team Performance

Assessment Methods
STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 10, p. 339). Pearson UK.

Team performance can be improved through deliberate management practices and supportive leadership.

Learning Resources
Key strategies include:

 Goal clarity: set measurable, achievable objectives that align with organisational priorities
 Effective communication: encourage active listening, regular updates, and constructive feedback
 Training and development: build teamwork, problem-solving, and communication skills
 Recognition and rewards: acknowledge both individual and team achievements to boost morale
 Conflict management: address disagreements promptly through mediation and open discussion Lecture Programme
 Team reflection: regularly review performance to identify strengths, weaknesses, and areas for
improvement.

When teams continuously learn and adapt, they perform better and contribute more effectively to
organisational success.
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5.7 Influence of Cultural Diversity in the Workplace

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 10, p. 343). Pearson UK.

Cultural diversity significantly shapes group behaviour and team dynamics. It brings together different

Module Overview
values, communication styles, and problem-solving approaches.

Positive effects:

 Enhances creativity and innovation by combining diverse perspectives

 Promotes learning and adaptability as team members share varied experiences

Assessment Methods
 Strengthens global awareness and inclusivity.

Challenges:

 Differences in communication styles or work values may lead to misunderstandings

 Varied approaches to hierarchy or authority can cause tension.

Learning Resources
To benefit from diversity, organisations must create inclusive environments that value respect, equality,
and open dialogue. Training in cultural awareness and emotional intelligence helps teams build
understanding and trust. When managed well, diversity becomes a powerful driver of collaboration and
performance.

.
Lecture Programme
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38 | P a g e
Unit 6: Leadership, Power, and Politics

Specific Outcomes 1. Explain key leadership theories and styles, and their relevance in

Welcome
organisational contexts.
2. Analyse the role of power and politics in shaping organisational decision-
making and behaviour.
3. Differentiate between formal authority, personal power, and political
behaviour, evaluating their effects on leadership effectiveness.
4. Apply leadership and power theories to workplace scenarios, considering

Module Overview
ethical, cultural, and contextual factors within South Africa.

Unit Rationale

This unit focuses on the various leadership theories like trait, behavioural, contingency transformational,
transactional and servant leadership, with examples.

Topics Overview

Assessment Methods
 Leadership Theories
 Decision-making that Influence Behaviour
 Factors that Influence Leadership Effectiveness
 Evaluating Leadership Effectiveness
Assessment Criteria

Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain

Learning Resources
and describe (as appropriate) the:

 Differences between formal authority, personal power, and political behaviour; evaluating their
effects on leadership effectiveness.
 Influence power and politics have on organisational behaviour and decision-making.
 Differences between formal authority, personal power, and political behaviour, and assess their
impact on leadership effectiveness.
Lecture Programme
 Use of leadership and power theories to interpret workplace scenarios, taking into account
ethical, cultural, and contextual factors specific to South Africa

6.1 Leadership Theories

STUDY Prescribed Reading

Communication

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 12: Section 12.3, pp. 404-406).
Pearson UK.

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Leadership refers to the process of influencing, motivating, and guiding others towards achieving shared
goals. Several theories have been developed to explain how and why some individuals are more effective
leaders than others.

Welcome
Trait Theory

This early approach suggests that effective leaders possess certain inherent qualities, such as confidence,
intelligence, integrity, and determination. While traits play an important role, this theory has been criticised
for overlooking the influence of context and learned skills.

Module Overview
Behavioural Theory

Behavioural approaches focus on what leaders do rather than who they are. Effective leadership is seen as
a set of behaviours that can be learned and developed. Two key styles are often highlighted:

Assessment Methods
 Task-oriented leadership: focused on structure, efficiency, and goal achievement
 People-oriented leadership: focused on relationships, trust, and support.

The most effective leaders often balance both approaches.

Contingency Theory

Learning Resources
This theory proposes that leadership effectiveness depends on the situation. A leader’s success is
influenced by factors such as team maturity, task structure, and organisational culture. For example, a
directive style may work well in high-pressure situations, while a participative style may be better in
collaborative environments.

Lecture Programme
Servant Leadership

Servant leaders prioritise the growth and well-being of their team members. They lead by example,
focusing on empathy, ethical behaviour, and empowerment. This style promotes strong trust and loyalty.

Transformational and Transactional Leadership

 Transformational leaders inspire change by creating a shared vision, encouraging innovation, and
Communication

motivating employees to exceed expectations

 Transactional leaders focus on structure, performance, and rewards, using clear goals and feedback
to maintain stability and productivity.

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 Both approaches can be effective depending on organisational needs.

Each leadership theory provides valuable insights into how leaders can influence and support their teams

Welcome
effectively.

6.2 Decision-making that Influence Behaviour

Module Overview
Leadership involves constant decision-making, and these decisions directly affect how employees think,
feel, and behave. Good decisions promote trust, motivation, and engagement, while poor or biased
decisions can lead to frustration, resistance, and low morale.

Key principles of effective decision-making include:

Assessment Methods
 Clarity: employees are more likely to follow decisions they understand
 Fairness: perceived fairness builds respect and loyalty
 Consistency: predictable and transparent decisions reduce uncertainty and increase trust
 Participation: involving employees in decision-making increases ownership and commitment.

Leaders also need to make ethical decisions, guided by honesty, accountability, and concern for others.

Learning Resources
Ethical decision-making strengthens organisational integrity and sets behavioural standards. In contrast,
unethical decisions—such as favouritism or misuse of power—can damage trust and lead to
disengagement. Ultimately, effective decision-making requires a balance between analytical thinking and
empathy, ensuring that choices support both organisational goals and employee well-being.

6.3 Factors that Influence Leadership Effectiveness Lecture Programme

Leadership effectiveness is shaped by a combination of personal, team, and organisational factors.

1. Personal factors
 Emotional intelligence: the ability to understand and manage one’s own emotions and those of
others. Leaders with high emotional intelligence build strong relationships and manage conflict
constructively
Communication

 Communication skills: clear, active communication ensures alignment and prevents

misunderstandings
 Integrity and authenticity: honest, transparent leaders earn respect and commitment

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 2. Team factors
 Cohesion and trust: teams that trust their leader and one another perform more effectively
 Motivation and morale: leaders who inspire and recognise effort encourage higher engagement
and productivity

Welcome
3. Organisational and situational factors
 Culture: a culture that values openness, collaboration, and accountability supports effective
leadership
 Structure: the level of hierarchy and autonomy can either enable or constrain a leader’s influence
 External pressures: economic conditions, technology, and change can affect leadership demands.

Module Overview
Recognising how these factors interact helps organisations select and develop leaders who can adapt and
perform in different contexts.

6.4 Evaluate Leadership Effectiveness

Assessment Methods
Evaluating leadership effectiveness involves assessing how well a leader achieves organisational goals while
maintaining team well-being and morale. This process helps identify strengths, areas for improvement,
and development needs.

Key indicators include:

Learning Resources
 Employee engagement: motivated and satisfied employees reflect strong leadership
 Performance outcomes: achievement of goals, efficiency, and innovation signal effectiveness
 Team morale and retention: low turnover and high trust suggest positive leadership impact
 Communication and problem-solving: effective leaders facilitate open dialogue and resolve issues
promptly.
Lecture Programme
Evaluation methods may include performance metrics, employee surveys, 360-degree feedback, and self-
assessment. These provide a well-rounded view of a leader’s impact.

Leadership effectiveness also depends on a leader’s ability to adapt to change, develop others, and model
ethical behaviour. Continuous feedback and development ensure that leadership remains aligned with
organisational goals and values.
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Unit 7: Conflict and Negotiation

Specific Outcomes 1. Explain the causes and types of conflict in organisations, distinguishing

Welcome
between functional and dysfunctional conflict
2. Analyse different conflict handling styles (avoidance, competition,
compromise, accommodation, collaboration) and their outcomes.
3. Evaluate the impact of conflict on team performance, decision-making and
organisational effectiveness.
4. Differentiate between distributive and integrative bargaining, outlining

Module Overview
strengths and limitations
5. Apply negotiating strategies to workplace case studies, demonstrating
effective conflict resolution.
6. Assess the ethical and cultural considerations in handling conflict and
negotiation in South African workplaces.

Unit Rationale

Assessment Methods
This unit will equip students to understand, manage, and resolve disagreements that naturally arise in a
variety of organisational settings. We will examine the root causes and types of conflict, and will gain
valuable insight into how conflict can be functional and dysfunctional and how that can ultimately influence
team performance and organisational effectiveness.

Topics Overview

 Types of Potential Conflict

Learning Resources
 Handling Conflict at Work
 The Potential Impact of Conflict on Performance
 Different Bargaining Techniques
 Effective Conflict Resolution
 Considerations in Handling Conflict
Assessment Criteria
Lecture Programme
Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain
and describe (as appropriate) the:

 Types and causes of conflict in organisations, distinguishing between functional and

dysfunctional conflict.
 Various conflict handling styles—avoidance, competition, compromise, accommodation, and
collaboration—and their respective outcomes.
 Impact of conflict on team performance, decision-making, and organisational effectiveness.
Communication

 Differences between distributive and integrative bargaining, outlining the strengths and
limitations of each approach.
 Application of negotiating strategies to workplace case studies, demonstrating effective conflict
resolution.

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  Ethical and cultural considerations relevant to conflict and negotiation in South African
workplace contexts.

Welcome
7.1 Types of Potential Conflict

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 14, pp. 479-482). Pearson UK.

Module Overview
Conflict occurs when there are differences in opinions, goals, values, or interests between individuals or
groups within an organisation. While conflict is often viewed negatively, not all conflict is harmful; some
can lead to positive change and improved understanding.

Assessment Methods
Common types of workplace conflict include:

 Task conflict: disagreements about goals, priorities, or methods of completing work. When managed
constructively, it can improve decision-making and innovation
 Relationship conflict: personal clashes resulting from differences in personality, values, or
communication style. This type of conflict can damage morale if not resolved quickly
Process conflict: disputes over how work should be organised or delegated

Learning Resources

 Structural conflict: arises from organisational design, such as unclear roles, limited resources, or
hierarchical barriers
 Value conflict: occurs when individuals’ personal beliefs or cultural values differ from those of
colleagues or the organisation.

Recognising the type of conflict helps managers apply the most suitable resolution approach. Lecture Programme

7.2 Handling Conflict at Work

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Communication

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 14: Exhibit 14.3, p. 486). Pearson
UK.

44 | P a g e
 Conflict at work is inevitable, but how it is managed determines whether it becomes destructive or
productive. Effective conflict handling focuses on communication, empathy, and problem-solving.

Welcome
Key approaches to handling conflict include:

 Collaboration: working together to find a solution that satisfies all parties

 Compromise: each party gives up something to reach a mutually acceptable solution
 Accommodation: one party yields to maintain harmony or when the issue is less important
 Avoidance: postponing or sidestepping conflict, which may be useful for minor issues but risky if

Module Overview
problems remain unresolved
 Competition: asserting one’s viewpoint to achieve personal or organisational goals, effective when
quick, decisive action is needed.

Leaders play an important role in facilitating discussions, mediating disagreements, and maintaining a

Assessment Methods
respectful environment where differing opinions are valued.

7.3 The Potential Impact of Conflict on Performance

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Learning Resources
Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 14, pp. 488-489). Pearson UK.

Conflict can have both positive and negative effects on individual and organisational performance.

Positive impacts (functional conflict): Lecture Programme

 Encourages critical thinking and diverse perspectives
 Promotes innovation and problem-solving by challenging existing ideas
 Strengthens relationships through open communication and resolution.

Negative impacts (dysfunctional conflict):

 Reduces morale, trust, and cooperation among team members

Communication

 Distracts from goals and lowers productivity

 Increases stress, absenteeism, and turnover.

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 The outcome depends on how conflict is managed. Constructive conflict stimulates growth and learning,
while unmanaged or personal conflict can harm performance and organisational culture.

Welcome
7.4 Different Bargaining Techniques

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 14: Exhibit 14.5, p. 491). Pearson

Module Overview
UK.

Bargaining, or negotiation, is a process used to resolve differences and reach agreements that satisfy all
parties involved. Effective bargaining requires preparation, communication, and emotional intelligence.

Assessment Methods
Common bargaining techniques include:

 Distributive bargaining: focuses on dividing limited resources, often resulting in win–lose outcomes
 Integrative bargaining: seeks win–win solutions by identifying shared interests and expanding the
value for all parties
 Anchoring: establishing a strong initial offer to influence the negotiation range
 BATNA (Best Alternative to a Negotiated Agreement): knowing your best alternative gives you

Learning Resources
strength and confidence in negotiation
 Concession strategies: gradually making compromises to build trust and reach a fair agreement
 Collaborative bargaining: emphasises openness, long-term relationships, and mutual benefit.

The best approach depends on the context, the relationship between parties, and the importance of
maintaining future cooperation. Lecture Programme

7.5 Effective Conflict Resolution

Effective conflict resolution aims to address underlying issues, rebuild relationships, and restore
collaboration.
Communication

Core principles of effective resolution include:

 Open communication: encourage honest dialogue to clarify misunderstandings

 Empathy and active listening: understand the perspectives and emotions of all parties
 Focus on interests, not positions: identify what each person truly needs, not what they demand

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  Problem-solving orientation: work together to find mutually beneficial solutions
 Timely intervention: address conflicts early before they escalate.

Welcome
Leaders who model calmness, respect, and fairness create an atmosphere where employees feel safe to
express concerns and resolve disagreements constructively.

7.6 Considerations in Handling Conflict

Module Overview
STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 14, p. 490). Pearson UK.

Assessment Methods
When handling conflict, several factors should be considered to ensure fairness and effectiveness:

 Cause of conflict: determine whether it stems from tasks, relationships, or structural issues
 Emotional intelligence: manage emotions to prevent escalation and maintain professionalism
 Cultural differences: recognise that diverse cultural backgrounds influence communication and
conflict styles
 Power dynamics: ensure that authority or seniority does not silence less powerful voices

Learning Resources
 Timing: address issues promptly but avoid acting impulsively
 Confidentiality: protect privacy and maintain trust during the resolution process.

Ethical handling of conflict requires fairness, transparency, and respect for all involved. In South Africa’s
diverse workplaces, cultural sensitivity and inclusivity are essential to managing conflict effectively and
maintaining harmony. Lecture Programme

.
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Unit 8: Foundations of Organisational Structure

Specific Outcomes 1. Explain the key elements of organisational structure, including specialisation,

Welcome
chain of command, span of control, centralisation or formalisation.
2. Analyse the advantages and disadvantages of different structural designs
such as functional, divisional, matrix, team-based, and flat structures.
3. Evaluate the relationship between structure, strategy, and organisational
environment.
4. Differentiate between mechanistic and organic structures, illustrating where

Module Overview
each is most effective.
5. Apply knowledge of structural design to workplace scenarios, assessing
alignment with organisational goals.
6. Discuss the implications of organisational restructuring and design choices in
the South African context considering issues of scale, diversity, and
transformation.

Assessment Methods
Unit Rationale

This unit focuses on the building blocks that determine how work is coordinated and controlled within
organisations by exploring the key elements of structure such as specialisation, centralisation, formalisation,
and a range of control measures that potentially influences communication, decision-making, and
performance.

Topics Overview

Elements of an Organisational Structure

Learning Resources

 Different Structural Designs
 Evaluate Relationships in Different Environments
 Different Structures at Work
 Assessing Organisational Goals
 Restructuring of Organisational Design
Assessment Criteria
Lecture Programme

Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain
and describe (as appropriate):

 Key elements of organisational structure, including specialisation, chain of command, span of

control, centralisation, and formalisation.
 Advantages and disadvantages of structural designs such as functional, divisional, matrix, team-
based, and flat structures.
Communication

 Relationship between organisational structure, strategy, and the external environment.

 Differences between mechanistic and organic structures, illustrating where each is most effective.
 Application of structural design principles to workplace scenarios
 Implications of organisational restructuring and design choices in the South African context.

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8.1 Elements of an Organisational Structure

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 15: Section 15.1, p. 514). Pearson
UK.

An organisational structure defines how activities such as task allocation, coordination, and supervision are

Module Overview
directed towards achieving company goals. It provides a framework that shapes communication, decision-
making, and authority relationships within the organisation.

The main elements of organisational structure include:

Assessment Methods
 Work specialisation: the degree to which tasks are divided into separate roles or jobs. Specialisation
improves efficiency but can also lead to monotony if overdone
 Chain of command: the formal line of authority, specifying who reports to whom. A clear chain of
command ensures accountability and coordination
 Span of control: the number of employees a manager supervises directly. A wider span promotes
autonomy, while a narrower one allows closer supervision
 Centralisation and decentralisation: the extent to which decision-making authority is concentrated

Learning Resources
at the top or distributed throughout the organisation
 Formalisation: the degree to which rules, procedures, and job descriptions guide employee
behaviour. High formalisation promotes consistency; low formalisation encourages flexibility.

These elements work together to define how people and processes interact to achieve organisational
effectiveness.
Lecture Programme

8.2 Different Structural Designs

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Communication

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 15, pp. 526-527; 530-531).
Pearson UK.

49 | P a g e
 Organisations adopt different structural designs based on their size, strategy, and goals. Each structure
has advantages and challenges.

1. Functional Structure

Welcome
Groups employees according to their specialised roles or functions, such as finance, marketing, or
human resources.

 Advantages: promotes expertise and efficiency within departments

 Disadvantages: can create silos and limit cross-departmental communication
2. Divisional Structure

Module Overview
Organises activities around products, services, or geographical regions

 Advantages: focuses attention on specific markets or outputs

 Disadvantages: may duplicate resources and reduce consistency across divisions
3. Matrix Structure
Combines functional and project-based elements, allowing employees to report to two managers—
one functional and one project-related

Assessment Methods
 Advantages: encourages collaboration and flexibility
 Disadvantages: can cause confusion due to dual reporting lines
4. Team-Based Structure
Centres work around self-managed or cross-functional teams

 Advantages: increases flexibility, innovation, and employee involvement

 Disadvantages: requires high trust, communication, and clear role definitions.

Learning Resources
Choosing the right structure depends on organisational goals, leadership style, and environmental
complexity.

8.3 Evaluate Relationships in Different Environments

Lecture Programme

Relationships in organisations differ depending on the environment—whether personal, social, or

professional.

 Personal relationships: are based on emotional connection, trust, and shared experiences
 Social relationships: focus on mutual interests and informal interaction, often outside formal
structures
 Professional relationships: are built on respect, role clarity, and collaboration toward shared
Communication

objectives.

In workplace settings, professional relationships must balance formality with approachability. Cultural
norms, emotional intelligence, and trust all influence how people relate to one another.

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 A supportive organisational culture that values respect and communication strengthens these
relationships, improving teamwork and overall performance.

Welcome
8.4 Different Structures at Work

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Module Overview
Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 15: Exhibit 15.8, p. 535). Pearson
UK.

Different structures suit different organisational needs and contexts.

 Mechanistic structures: These are rigid, hierarchical, and highly formalised. They suit stable
environments where efficiency and control are priorities, such as manufacturing or government

Assessment Methods
departments
 Organic structures: Flexible and decentralised, these structures encourage open communication,
adaptability, and innovation. Employees are empowered to make decisions and collaborate across
functions. Organic structures are ideal for dynamic industries such as technology, media, and
renewable energy.

Learning Resources
In practice, many organisations combine elements of both, maintaining control where necessary while
allowing flexibility for creativity and responsiveness.

8.5 Assessing Organisational Goals

Assessing alignment between organisational goals and structure is vital for long-term success. A well-
Lecture Programme
designed structure supports the achievement of strategic objectives by ensuring that resources, roles, and
processes are coordinated effectively.

Key aspects of assessment include:

 Goal clarity: employees must understand how their work contributes to broader organisational
objectives
Communication

 Performance metrics: regularly measuring progress helps identify gaps and areas for improvement
 Communication flow: structures that support information sharing help align teams with strategic
priorities
 Leadership alignment: leaders must reinforce goals through consistent messaging and decision-
making.

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 Frameworks such as SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) and OKRs
(Objectives and Key Results) can guide the evaluation of progress and alignment across departments.

Welcome
8.6 Restructuring of Organisational Design

Restructuring involves changing an organisation’s structure to improve performance, adapt to new

strategies, or respond to external pressures. It can include altering reporting lines, merging departments,
or redefining roles and responsibilities.

Module Overview
Potential benefits:

 Improved efficiency and communication

 Better alignment with strategic goals
 Cost reduction and resource optimisation.

Assessment Methods
Possible challenges:

 Uncertainty and resistance among employees

 Disruption of established workflows and relationships
 Decreased morale if not managed carefully.

Learning Resources
Successful restructuring requires clear communication, employee involvement, and leadership
transparency. Providing training, maintaining open dialogue, and acknowledging employee concerns help
ease transitions. When handled effectively, restructuring can strengthen organisational agility and future
performance.

Lecture Programme
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52 | P a g e
Unit 9: Organisational Culture

Specific Outcomes 1. Define organisational culture and explain its levels (artefacts, values and

Welcome
underlying assumptions)
2. Analyse the functions of organisational culture in shaping behaviour,
performance and identity.
3. Differentiate between strong and weak cultures, evaluating their impact on
stability, innovation and change.
4. Apply models of culture (e.g., Schein’s model, competing values framework)

Module Overview
to case studies.
5. Evaluate how culture influences organisational effectiveness in areas such as
motivation, ethics and decision-making.

Unit Rationale

This unit explores the principles of organisational effectiveness and efficiency, focusing on how these
concepts contribute to overall performance and sustainability. Through the application of organisational

Assessment Methods
culture models, students will gain insight into internal dynamics and identify opportunities for alignment
and transformation to support strategic goals.

Topics Overview

 Defining Organisational Culture

 Functions of Organisational Culture
 Strong vs. Weak Organisational Cultures

Learning Resources
 Applying Various Models
 Factors that Influence Decisions.
Assessment Criteria

Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain
and describe (as appropriate) the:

 Concept of organisational culture and its levels, including artefacts, values, and underlying Lecture Programme
assumptions.
 Functions of organisational culture in shaping behaviour, performance, and organisational
identity.
 Differences between strong and weak cultures, evaluating their impact on stability, innovation,
and change.
 Application of cultural models—such as Schein’s model and the competing values framework—
to workplace case studies.
Communication

 Influence of organisational culture on effectiveness in areas such as motivation, ethics, and

decision-making.

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9.1 Defining Organisational Culture

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 16, p. 549). Pearson UK.

Organisational culture refers to the shared values, beliefs, norms, and practices that shape how people

Module Overview
behave and interact within an organisation. It provides a sense of identity and influences how employees
make decisions, communicate, and approach their work.

According to Edgar Schein, organisational culture operates at three levels:

 Artefacts: the visible and tangible aspects of culture, such as dress code, office layout, logos, and

Assessment Methods
rituals
 Espoused values: the organisation’s stated principles and goals, such as innovation, teamwork, or
integrity
 Underlying assumptions: the deep, often unconscious beliefs that truly influence behaviour, such as
attitudes toward authority, trust, or time.

While artefacts and values can be observed or changed relatively easily, underlying assumptions are deeply

Learning Resources
ingrained and require long-term effort to transform.

9.2 Functions of Organisational Culture

STUDY Prescribed Reading

Lecture Programme

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 16, pp. 561-562). Pearson UK.

Organisational culture performs several important functions that support the overall effectiveness of a
business:
Communication

 Provides identity and belonging: shared values help employees understand what the organisation
stands for and how they contribute to its success
 Guides behaviour: cultural norms establish acceptable ways of acting and making decisions,
reducing uncertainty in day-to-day operations

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  Enhances motivation and commitment: a positive culture encourages engagement, loyalty, and job
satisfaction
 Promotes stability: consistent values and behaviours create predictability and unity during change
or uncertainty

Welcome
 Shapes performance: culture influences productivity, innovation, and how the organisation adapts
to challenges.

When culture aligns with organisational goals, it becomes a powerful tool for achieving success and
maintaining a competitive advantage.

Module Overview
9.3 Strong vs. Weak Organisational Culture

STUDY Prescribed Reading

Assessment Methods
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 16, p. 552). Pearson UK.

Organisations differ in how deeply their cultures are shared and reinforced.

Strong organisational cultures:

Learning Resources
 Are characterised by clearly defined values and consistent behaviour across departments
 Encourage stability, teamwork, and a shared sense of purpose
 Strengthen employee identity and reduce ambiguity about expected behaviour. However, strong
cultures can sometimes resist innovation or change if established norms discourage new ideas.

Lecture Programme
Weak organisational cultures:

 Lack cohesion and consistent values, leading to uncertainty and poor coordination
 Can cause confusion, low morale, and inconsistent decision-making
 However, they may allow greater flexibility and openness to new approaches.

The key to effectiveness lies in maintaining a strong yet adaptable culture—one that supports both stability
Communication

and continuous improvement.

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9.4 Applying Various Models

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 16, pp. 550-551). Pearson UK.

Several models help explain and evaluate organisational culture.

Module Overview
1. Schein’s Model of Organisational Culture
As mentioned earlier, this model highlights three levels—artefacts, espoused values, and
underlying assumptions—that together shape organisational identity and behaviour. It is
particularly useful for diagnosing cultural strengths and weaknesses.
2. The Competing Values Framework (CVF)

Assessment Methods
Developed by Quinn and Rohrbaugh, this model identifies four main culture types:

 Clan culture: focuses on collaboration, employee involvement, and a family-like atmosphere

 Adhocracy culture: values innovation, creativity, and adaptability
 Market culture: emphasises competition, achievement, and measurable results
 Hierarchy culture: prioritises structure, control, and efficiency.

Learning Resources
For example, Google reflects an adhocracy culture through its focus on innovation and flexibility. In
contrast, government departments may reflect a hierarchical culture, valuing consistency and clear
procedures.

These models help organisations understand their existing culture and guide strategies for cultural change
or alignment with strategic goals.
Lecture Programme

9.5 Factors that Influence Decisions

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Communication

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 16, p. 569). Pearson UK.

56 | P a g e
Organisational culture strongly influences how decisions are made and implemented. The shared values
and norms within a workplace shape what is considered acceptable or ethical behaviour.

Welcome
Key influencing factors include:

 Cultural values: beliefs about risk-taking, authority, and collaboration affect whether decisions are
centralised or participative
 Leadership style: leaders who value inclusivity and transparency encourage open discussion and
shared decision-making

Module Overview
 Ethical standards: a culture of integrity promotes fairness and accountability in decision processes
 Communication patterns: open and honest communication supports better information flow and
reduces bias
 External environment: market pressures, technology, and societal expectations also affect how
decisions are made and justified.

Assessment Methods
In South Africa’s diverse organisational context, decisions must consider cultural sensitivity, fairness, and
social responsibility. A strong, ethical culture supports consistent, transparent, and effective decision-
making.

Learning Resources
Lecture Programme
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Unit 10: Organisational Change and Stress Management

Specific Outcomes 1. Explain the internal and external forces driving organisational change.

Welcome
2. Analyse models of planned change (e.g., Lewin’s three step model, Kotter's
eight step model) and their application in organisational contexts.
3. Evaluate common sources of resistance to change and propose strategies to
overcome them.
4. Differentiate between individual and organisational stressors, identifying their
effects on performance and well-being.

Module Overview
5. Apply theories of stress and coping to workplace examples distinguishing
between primary , secondary and tertiary intervention.
6. Assess the effectiveness of organisational initiatives such as wellness
programmes; employee assistance programmes (EAP's) and resilience.
7. Contextualise organisational change and stress management in the South
African environment considering socio-economic pressures, labour
legislation, and cultural diversity.

Assessment Methods
Unit Rationale

This unit evaluates structured approaches for implementing and sustaining transformation.

Topics Overview

 Organisational Change Drivers

 Resistance to Organisational Change

Learning Resources
 Overcoming Resistance Strategies
 Individual and Organisational Stressors
 Applying Theories to Stress
 Organisational Wellness Programs
 Stress Management in the South African Environment
Assessment Criteria
Lecture Programme
Student demonstrates an appropriately detailed understanding of the learning outcomes and can explain
and describe (as appropriate) the:

 Internal and external forces that drive organisational change

 Application of planned change models—such as Lewin’s three-step model and Kotter’s eight-
step model—in organisational contexts
 Common sources of resistance to change and strategies for overcoming them
Differences between individual and organisational stressors, identifying their effects on
Communication


performance and well-being
 Application of stress and coping theories to workplace examples, distinguishing between
primary, secondary, and tertiary interventions

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  Effectiveness of organisational initiatives such as wellness programmes, employee assistance
programmes (EAPs), and resilience-building efforts
 Contextual factors influencing organisational change and stress management in South Africa,
including socio-economic pressures, labour legislation, and cultural diversity.

Welcome
10.1 Organisational Change Drivers

STUDY Prescribed Reading

Module Overview
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 16: Exhibit 16.7, p. 574). Pearson
UK.

Organisational change occurs when a company adjusts its structure, processes, culture, or strategy to

Assessment Methods
adapt to internal or external pressures. Understanding the key drivers of change helps leaders manage
transitions effectively.

Internal drivers include:

 Leadership changes: a new leader may introduce a different vision, strategy, or management style

Learning Resources
 Employee expectations: shifts in workforce values, such as a demand for flexibility or inclusivity
 Technological updates: new systems or tools that require changes in skills or workflows
 Organisational performance: poor results or inefficiencies often prompt restructuring or new
initiatives

External drivers include:

Lecture Programme
 Market competition: pressure to innovate, reduce costs, or improve quality
 Economic conditions: inflation, recessions, or new trade opportunities influencing strategic priorities
 Legislation and regulation: compliance with new labour, environmental, or safety laws
 Social and technological trends: changes in consumer behaviour, digital transformation, or
globalisation

Recognising these forces allows organisations to plan proactively rather than react to crises.
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10.2 Resistance to Organisational Change

STUDY Prescribed Reading

Welcome
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 16: Exhibit 16.8, p. 576). Pearson
UK.

Resistance to change is a natural human reaction, often arising from uncertainty or fear. Employees may

Module Overview
worry about losing control, facing new expectations, or experiencing job insecurity.

Common causes of resistance include:

 Fear of the unknown: uncertainty about the future or personal impact of change

Assessment Methods
 Loss of control: feeling excluded from decision-making processes
 Poor communication: lack of clarity about the purpose and benefits of change
 Cultural barriers: deeply rooted values or norms that conflict with new directions
 Lack of trust in leadership: previous negative experiences or inconsistent management behaviour

If resistance is not managed properly, it can delay implementation, lower morale, and reduce productivity.

Learning Resources
Effective change management addresses these concerns openly and empathetically.

10.3 Overcoming Resistance Strategies

STUDY Prescribed Reading

Lecture Programme
Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 16, pp. 576-578). Pearson UK.

To manage and reduce resistance, organisations must combine clear communication with supportive
leadership.
Communication

Key strategies include:

 Transparent communication: explain the reasons, goals, and expected benefits of the change
 Employee involvement: engage staff in planning and decision-making to build ownership and trust

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  Training and support: provide resources to help employees adapt to new systems or roles
 Leadership consistency: managers should model adaptability and reinforce messages of trust
 Celebrating progress: recognise small achievements to build momentum and confidence

Welcome
 Open feedback channels: allow employees to express concerns and suggest improvements.

An empathetic approach that values participation and feedback helps maintain morale and promotes
long-term success.

Module Overview
10.4 Individual and Organisational Stressors

STUDY Prescribed Reading

Refer to your prescribed textbook and study the following:

Assessment Methods
Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 18, p. 631). Pearson UK.

Stressors are factors that create pressure and strain in the workplace, affecting both individuals and
organisations.

Common individual stressors include:

Learning Resources
 Excessive workload or unrealistic deadlines
 Role ambiguity or conflicting responsibilities
 Job insecurity or limited career progression
 Poor relationships with colleagues or supervisors
 Lack of recognition or fairness.
Lecture Programme

Organisational stressors include:

 Ineffective communication or unclear expectations

 Constant restructuring or change
 Limited resources and support systems
 Toxic work cultures that encourage competition over collaboration
Unfair policies or inequality.
Communication

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 Unmanaged stress leads to burnout, absenteeism, low productivity, and high turnover. Identifying and
addressing these stressors is essential for maintaining both employee well-being and organisational
effectiveness.

Welcome
10.5 Applying Theories to Stress

Psychological theories help explain how individuals experience and manage stress at work. Lazarus and
Folkman’s Transactional Model of Stress and Coping highlights that stress occurs when people perceive

Module Overview
demands as exceeding their ability to cope.

The process involves:

 Appraisal: evaluating whether a situation is threatening or manageable

Coping: using emotional or problem-focused strategies to deal with the stressor.

Assessment Methods


Organisations can use this model to design interventions that strengthen coping skills and reduce
unnecessary pressure.

Levels of intervention:

Learning Resources
 Primary interventions: aim to prevent stress by removing sources (e.g., redesigning jobs, improving
communication)
 Secondary interventions: focus on equipping employees with coping skills through workshops,
mindfulness, or time management training
 Tertiary interventions: provide support for those already affected by stress, such as counselling or
employee assistance programmes.
Lecture Programme

Understanding these levels helps organisations implement comprehensive stress management strategies.

10.6 Organisational Wellness Programs

STUDY Prescribed Reading

Communication

Refer to your prescribed textbook and study the following:

Robbins, S., Judge, T.A. (2023). Organizational Behavior (19th ed. Chapter 18, p. 655). Pearson UK.

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 Wellness programmes aim to promote physical, mental, and emotional well-being among employees.
They also contribute to higher productivity, engagement, and morale.

Welcome
Common organisational wellness initiatives include:

 Health and fitness activities: exercise classes, wellness challenges, or gym memberships
 Mental health awareness: workshops or campaigns addressing stress, anxiety, and resilience
 Employee Assistance Programmes (EAPs): confidential counselling and support for personal or
work-related problems

Module Overview
 Flexible working arrangements: options for remote or hybrid work to support work–life balance
 Resilience training: developing coping strategies to handle pressure and change.

Effective programmes are accessible, supported by leadership, and aligned with the organisation’s culture.
When employees feel cared for, they are more engaged, motivated, and loyal.

Assessment Methods
10.7 Stress Management in the South African Environment

In South Africa, workplace stress is shaped by unique socio-economic and cultural factors. High
unemployment, financial pressures, and ongoing social transformation contribute to stress in both
individuals and organisations.

Learning Resources
Employees may experience stress from job insecurity, workload demands, or inequality in opportunities.
Limited access to mental health resources can worsen the impact. Organisations also face external
pressures such as economic instability, policy changes, and global competition.

Lecture Programme

To address these challenges, South African organisations are increasingly investing in:

 Employee wellness and resilience training

 Supportive leadership and counselling services
 Fair and inclusive workplace policies
 Hybrid work models that improve flexibility and work–life balance.
Communication

Culturally sensitive approaches to stress management are crucial. Programmes that acknowledge diversity
and provide equitable access to support contribute to healthier, more productive workplaces.

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Communication and Support

This section details the methods of engagement with the module instructor and peers. Discussion forums

Welcome
and virtual consultation hours are accessible via the student portal.

Student Support

Information regarding learning support services is provided here. Contact details for all support services

Module Overview
are available on the student portal.

Student support can assist you with:

 Drafting your class schedules

 Redirecting queries (as required)

Assessment Methods
 Preparing and coordinating all administrative tasks related to your student portal

 Assisting with software queries and/or difficulties

 Being your first point of contact for tickets, calls, live chats, and emails

 Monitoring and tracking your academic health

 Accessibility concerns/queries.

Learning Resources
Student support cannot assist you with answers to tests or answers to academic questions.

For account-related enquiries, please contact the finance department by dialing 011 262 5115, or sending
an email to accounts@[Link].

Lecture Programme

Customer Heroes

Contact the customer heroes for generic queries such as accessing timetables and standard portal queries.

Consultations

Consultation times may be arranged with the lecturer if required. Refer to your student portal for
Communication

consultation details. Students need to give lecturers 48 hours’ notice for appointments.

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Quality Assurance

Student feedback will be elicited through the completion of an online evaluation questionnaire that
addresses both the module instruction, the lecturer’s expertise in the subject, and content quality.

Welcome
Attendance

Students must ensure that they attend classes regularly. Where student attendance health is flagged as
‘critical’ by the system, student support will contact the account payer to encourage better student

Module Overview
attendance.

Online Submissions

The portal for submissions is constantly monitored and queries about the reason for non-submission and
missing deadlines are raised.

Assessment Methods
Other aspects of institutional quality assurance can be found in the suite of policies and procedure
documents pertaining to the institution. These documents are available on the website [Link]

Consistent Achievement

Learning Resources
Concerns are raised to account payers when consistent good marks are not achieved. Best practices are
applied, and ongoing student feedback is welcomed.

Lecture Programme
Communication

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