SUBJECT OUTLINE 21875 Organisational Behaviour in Practice Course area Delivery Result type UTS: Business Autumn 2013; City Grade and marks Credit points 8cp Subject coordinator Dr Anthony Fee‚ Management Discipline Group Teaching staff Dr Anthony Fee‚ Management Discipline Group Office: City Campus Building 5‚ Level 4‚ Room D4.11. Email: anthony.fee@uts.edu.au Phone: (02) 9514 3395 (emergency only: 0466 847 707) Fax: (02) 9514 3602 Subject description As organisations are primarily
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perspectives to analyze Apple. Introduction In this revolutionised world‚ changes occur rapidly‚ be it in an organized or disorganized way (Henry Veltmeyer 2008). Organisations are dealing with more complex systems and concepts. The study of organisational theories gradually gains importance because it involves the study of abstract issues relating to organisations. It is essential as it benefits in analyzing and discovering new meanings to life both inside and outside the organisation (Hatch and
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Explain how different types of organisational structure may affect organisational behaviour. Support your analysis by referring to the literature and by comparing and contrasting two different organisations. Just as the environment impacts each individuals behaviour it is typical of an organisation’s structure to impact its employee’s behaviour. There have been many different studies which illustrate the impact of the organisation’s structure on human behaviour‚ such as the studies of Henry Ford
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taken for human behaviour forecasting. The value system‚ emotional intelligence‚ organizational culture‚ job design and the work environment are important causal agents in determining human behaviour. Cause and effect relationship plays an important role in how an individual is likely to behave in a particular situation and its impact on productivity. An appropriate organizational culture can modify individual behaviour. Recent trends exist in laying greater stress on organizational development and
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relationships in terms of the whole person‚ whole group‚ whole organisation‚ and while social system" （Nwlink.com‚ 2008). Because most of us work in organisations‚ learning organisational behaviour is able to help us understand‚ predict and influence the behavious of others in organisational setting‚ and trends in organisational behaviour. One Australia hair-care company develop a range of hair products with refillable packaging in order to maximise brand loyalty and minimise the cost to consumers
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patterns of structure in order to help improve organisational performance and effectiveness’. It comprises a synthesis of a variety of different theories and approaches. Therefore‚ this essay opens by briefly explore a number of interrelated disciplined to the study of organisational behaviour‚ before examining the relevance of four main approach to the subject in today’s workplace. Finally‚ it discusses the purpose of organisations. II. Interrelated discipline to the study of organisational behaviour
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Roles and responsibilities of Human resource professionals Human resource professionals need to work together with line management in the management of the organisation’s human capital. The human resource professionals key responsibilities in this regard are to formulate and implement policy‚ advise and counsel‚ render a service‚ control personnel affairs‚ communicate‚ as well as be an employee advocate. Formulate and implement Policy: Human resource professionals draft policies and procedures
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Roles‚ Responsibilities and Relationships in Lifelong Learning. 1.1: Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities Government legislation and statutory laws are put in place regulate‚ restrict‚ authorise‚ proscribe‚ provide‚ grant‚ sanction or declare. This takes the form of a law or bill which outlines the legal requirements of an organisation. All organisational policies must be in line with government legislation
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4 Organisational cultures Introduction: defining culture The concept of culture has become increasingly significant in education during the 1990s and into the twenty-first century. This enhanced interest may be understood as an example of dissatisfaction with the limitations of those leadership and man- agement models which stress the structural and technical aspects of schools and colleges. The focus on the intangible world of values and attitudes is a useful counter to these bureaucratic assumptions
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THREE: REFREEZING 11 3.4 REDUCING RESISTANCE TO CHANGE 11 3.4.1 Ways to reduce employee resistance to change 12 3.4.2 Reasons for resistance to change : Individual level 13 3.4.3 Reasons for resistance to change: Organisational level 14 3.4.4 How can Nissan S.A. manage resistance to change 16 4 CONCLUSION 18 5 REFERENCES 19 6 SELF ASSESSMENT QUESTIONS 21 1 INTRODUCTION 1 THE NEED FOR ORGANISATIONS TO CHANGE Organisations
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