Organizational Culture

All materials produced for this course of study are protected by copyright. Monash students are permitted to use these materials for personal study and research only, as permitted under the Copyright Act.

Use of these materials for any other purposes, including copying or resale may infringe copyright unless written permission has been obtained from the copyright owners. Enquiries should be made to the publisher. MCD2040 Managing People and Organisations Unit Leader: Campus: Phone: Email: Ann Tahirovski Clayton 9905-8213 Ann. Tahirovski@monashcollege. mcpl. edu. au Team Leader Phone: Email: Suresh Perera 9903 4365 suresh. perera@monashcollege. mcpl. edu. au Contents Introduction Teaching and learning method Learning resources Assessments Policies 1 2 11 13 17

Unit Outline | MCD2040 Managing People and Organisations | Introduction This is a core unit in the Diploma of Business and the foundation unit for its majors in Management and Human Resource Management. This unit discusses: the nature of managerial work in organisations; theories of management and their historical development; contemporary issues and practices relating to managing people and organisations; and key factors in the organisation’s environment that impact on how managers and organisations work.

This unit aims to develop your knowledge, understanding, skills and abilities in management studies and give them a sound framework for further studies in business and commerce. Learning objectives When you have completed this unit, you are expected to be able to: • • • • • define management and summarise the evolution of management ideas on how managers may influence, people, organisations and their contexts to achieve organisational goals. This includes an awareness of the cultural contexts of the original source and the development and contemporary application of management theory and practice. dentify and discuss contextual factors in the organisation’s environment that impact on how people, managers and organisations interact describe how decision-making, planning, leading, organising and controlling can be managed in organisations examine the impact on individuals and organisations of contemporary issues in management, including stakeholder interests, ethics and social responsibility apply the skills of academic writing, research, questioning and analysis required of the management discipline. Unit structure

This unit covers the following topics: 1. Introduction to Organisations and Managers 2. Management Yesterday and Today 3. Understanding and doing academic research, writing and referencing 4. The external environment 5. The internal environment 6. Social responsibility, managerial ethics and sustainable management 7. 8. 9. Decision making and Planning Organising and HRM Leadership bus-2040-uo-010612-v1. 0-da 1 ©Monash College Unit Outline | MCD2040 Managing People and Organisations | 10. Motivating Employees 11. Foundations of Control 12.

Review and exam preparation

Teaching and learning method This unit involves one 2 hour lecture per week and one 3 hour tutorial per week. Hours of independent study expected per week: minimum of 8 hours. This includes time spent in preparing for and completing assessment tasks, and time spent in general study, revision, and examination preparation. You are expected to attend lectures and tutorials, prepare for lectures by completing required readings and prepare for tutorials by completing weekly homework activities.

You are also expected to use the unit site in Blackboard. This unit adopts a teaching and learning approach that is both student-centered and researchled. A student-centered approach places students at the centre of the learning process, allowing and equipping you to learn about Management theory and concepts through the learning materials and assessment tasks. Research-led teaching complements this approach by facilitating students’ understanding and experience of research and its contribution to the knowledge that underpins Management theory and concepts.

The practical implications of student-centered learning and research-led teaching for you is that students will be asked and expected to actively participate in their own learning through Blackboard discussions and activities. You will also be given the opportunity to develop your own knowledge and understanding of Management by engaging with current Management research, participating in research activities and completing assessment tasks. Active participation is an important part of learning and a source of continuous feedback that increases understanding of the topic areas.

Communication and feedback Monash College aims to provide a learning environment in which students receive a range of ongoing feedback. This may take the form of group feedback, individual feedback, peer feedback, self-comparison, verbal and written feedback, discussions (online and in class) as well as more formal feedback related to assignment marks and grades. You are encouraged to draw on a variety of feedback to enhance your learning. ©Monash College bus-2040-uo-010612-v1. 0-da 2 Unit Outline | MCD2040 Managing People and Organisations | Schedule of unit activities

The following tables detail the learning objectives, readings and learning activities for each topic. It is highly recommended that you use these as a study guide. Learning objectives On completion of this unit students should be able to: (Hint: Many of these objectives are the basis of final exam questions)

Topic 1(a) Introduction

• Understand what is required for successful completion of this unit.

• Understand that management has been practiced and studied throughout human history.

• Provide examples of management and organisations.

• Start a glossary in which you define management concepts. Find your way around this unit’s Blackboard site.

Topic 1(b) Organisations and managers

• Define an organisation and identify its major components.

• Describe managerial skills, roles and functions at different levels of managing.

• Discuss whether the manager’s job is universal.

• Question and discuss how far a manager should go to achieve efficiency and effectiveness in the organisation.

Topic 2 Management yesterday and today

• Describe the main theoretical approaches to management including the: scientific, administrative, quantitative, behavioural, systems and contingency approaches. Understand the historical and cultural context of these theories.

• Review the ways in which these theories influence contemporary approaches to managing current trends and issues.

Topic 3 Understanding and doing academic research, writing and referencing

• Cite references and prepare a Reference List using the APA method as shown in the Q Manual. • Recognise some of the markers of academic writing. • Recognise the elements of an essay and a report ( please see Q manual ) • Gain familiarity with assessment criteria. • Gain familiarity with ‘appropriate’ academic sources in the management discipline and be research literate.

Topic 4 The external environment

• Know the difference between the organisation’s internal, specific and general environments.

• Identify each component in the organisation’s general and specific environments.

• Explain the relationship between an organisation and its stakeholders

• Question and discuss how organisational stakeholders can benefit or lose from globalisation.

Topic 5 The internal environment

• Distinguish between social, national and organisational culture

• Identify the dimensions and sources of organisational culture. Understand how organisational culture is sustained

• Develop an awareness of the role of the manager in using, influencing and changing organisational culture.

• Review the values of organisations known to you ie: spiritual values.

Topic 6 Social responsibility, managerial ethics and sustainable management

• Distinguish between the classical and socio-economic view of social responsibility.

• Describe environmentally sustainable business practices and understand why they are important.

• Identify how managers can improve the ethical behaviour of employees. Monash College bus-2040-uo-010612-v1. 0-da 3 Unit Outline | MCD2040 Managing People and Organisations | Demonstrate the ways in which sustainable and ethical business practices impact on the efficiency and effectiveness of organizations

• Question and discuss current social responsibility and ethics issues.

Topic 7 Decision making and Planning

• Identify the steps in the rational decision-making process and understand how it may be affected by the managers bounded rationality and intuition.

• Understand the purpose of planning and why formal planning is less relevant in today’s organisations. Describe the strategic planning process and identify factors relevant to an organisation’s internal and external analysis that may affect this strategy formulation.

• Question and discuss contemporary issues in planning

Topic 8 Organising and HRM

• Identify why managers may need to organise.

• Compare and contrast mechanistic and organic organisational designs.

• Describe contemporary organisational designs.

• Explain how Human Resource Management (HRM) can improve individual and organisational performance.

• Review today’s organisational design challenges.

Topic 9 Leadership

• Define the difference between a manager and a leader. Describe the contemporary approaches to leadership.

• Identify the sources of power that leaders may have.

• Review the issues affecting leadership in the 21st century

Topic 10 Motivating Employees

• Define motivation.

• Understand the difference between content (what) and process (how) theories of motivation

• Identify what leaders and managers can do in practice to motivate their employees.

• Question and discuss the limitations of money as a motivation tool.

• Review current issues in motivation.

Topic 11 Foundations of Control

• Explain the nature and importance of control and how it relates to other management functions. Describe the three steps in the control process.

• Explain how organisational performance is measured.

• Understand tools used to measure organisational performance.

• Discuss contemporary issues in control

Topic 12 Review and reflection

• No new theory is introduced and the purpose of this week is for you to check your progress against the overall aims of the unit. Students should note that the program outlined above is a guide to the material to be covered in this unit and not a definitive statement of when that material will be covered.

• ©Monash College us-2040-uo-010612-v1. 0-da 4 Unit Outline | MCD2040 Managing People and Organisations | Unit Reading Resources Text and required readings: Readings are available online @ http://www. lib. monash. edu. au/resourcelists/ Topic 1 (a) Introduction Textbook: Nil Required Readings: • Lamond, D (1998). Back to the future: Lessons from the past for a new management era,in G. Griffin (Ed. ) Management Theory and Practice: Moving to a New Era. MacMillan, Melbourne, 3 -14. Topic 1 (b) Organisations and managers Textbook: Chapter 1. Other Required Reading: • Chapman, J. (2001).

The work of managers in new organisational contexts, The Journal of Management Development, 20(1), 55-68. Readings which are relevant to assignment one: • Bartlet, C. A. and Sumantra, G. (2003). What is a Global Manager? Harvard Business Review, 81 (8), 101-108. Carroll, S & Gillen, D (1987). Are the classical management functions useful in describing managerial work? , Academy of Management Review, 12(1), 38-51. • Lamond, D. (2003). Henry Mintzberg vs. Henri Fayol: Of Lighthouses, Cubists and the Emperor’s New Clothes, Journal of Applied Management and Entrepreneurship, 8(4), 5-24. • Mintzberg, H. (1975).

The manager’s job: Folklore and fact, Harvard Business Review, 53(4) July – August 49-61. • Hales, C. (1999). Why do managers do what they do? Reconciling evidence and theory in accounts of managerial work, British Journal of Management, 10: 335-350. • Mintzberg, H. (1994). Rounding out the Managers job, Sloan Management Review, 36(1), 11-26. • Peterson, T (2004). Ongoing legacy of R. L. Katz: an updated typology of management skills, Management Decision, 42(10), 1297-1308. • Rodrigues, C. (2001). Fayol’s 14 principles then and now: A framework for managing today’s organizations effectively, Management Decision, 39(10), 880-889.

Topic 2 Management yesterday and today

Textbook: Chapter 2 up to p 69, Chapter 10 pp 370-371 (Contingency approach) Other Required Readings:

Wren, D (1994). The advent of scientific management and The emergence of management and organisation theory in The Evolution of Management Thought, Wiley, New York, 10531, 179-94. Readings which may be relevant to assignments:

Christensen, C. & Raynor, M. (2003). Why hard-nosed executives should care about management theory, Harvard Business Review, September, 67-74

Miller, T. & Vaughan, B. (2001). Messages from the management past: Classic writers and contemporary problems, SAM Advanced Management Journal, 66(1), 4-11.

Parker, L. (2005). Fads, stereotypes and management gurus: Fayol and Follett today, Management Decision, 43(10), 1335-1357.

Parker, L D. & Ritson, P A. (2005). Revisiting Fayol: Anticipating contemporary management, British Journal of Management 16,175-194 ©Monash College bus-2040-uo-010612-v1. 0-da 5 Unit Outline | MCD2040 Managing People and Organisations | Topic 3 Understanding and doing academic research, writing and referencing Textbook: None Required Readings:

Kimberley, N. & Crosling, G. 2012) Student Q Manual. 5th ed. Faculty of Business & Economics, Monash University, Clayton, Vic. Topic 4 The external environment Textbook: Chapter 3 pp 82-96; Chapter 4 pp 144-149. Required Readings:

Preble, J. F. (2005). Toward a Comprehensive Model of Stakeholder Management, Business & Society Review 110(4), 407-431 Topic 5 The internal environment Textbook: Chapter 3 pp 97-112, Chapter 5 p 183 (values-based management). Required Readings:

Morrison, J. M. ; Brown, C. J. ; Smit, E. V. D. M. (2006). A supportive organisational culture for project management in matrix organisations: A theoretical perspective. South African Journal of Business Management, 37(4), 39-54. Recommended Readings:

Hartog, D. (2004). High performance work systems, organisational culture and firm effectiveness, Human Resource Management, 14(1), 55-79.

Jayne, M. E. A. , & Dipboye, R. L. (2004). Leveraging diversity to improve business performance: research findings and recommendations for organizations, Human Resource Management 43(4) 409-424. Topic 6 Social responsibility, managerial ethics and sustainable management Textbook: Chapter 5 p168—173, p174-180, p178-192, p 192-198 Other Required Readings:

Basu, K. nd Palazzo, G. (2008). Corporate Social Responsibility: A process Model of Sensemaking, Academy of Management Review, 33 (1), 122-136.

McDonald, G (2000). Business ethics: Practical proposals for organisations, Journal of Business Ethics, 25(2), 169-185.

Twomey, D. F. (2006). Designed Emergence as a Path to Enterprise Sustainability, Complexity & Organization, 8(3), 12-23. Topic 7 Decision making and Planning Textbook: Chapter 7 pp 262-271, Chapter 8 pp 294-300, pp 308-313 and Chapter 9 pp 324-332. Other Required Readings:

Eisenhardt, K. M. Sull, D. N. (2001). Strategy as Simple Rules, Harvard Business Review, 79(1), 106-116. Recommended Readings:

Mankins, M. (2006). Stop making plans start making decisions, Harvard Business Review, 84(1), 76-84.

Parker, A. M. and Fischhoff, B. (2005). Decision-making Competence: External Validation through an Individual-Differences Approach. Journal of Behavioural Decision Making, 18 (1), 127.

Saha, M. (2005). Green Companies or Green Con-panies: Are Companies Really Green, or Are They Pretending to Be? , Business & Society Review, 110(2), 117-157. Topic 8 Organising and HRM Textbook: Chapter 10 p 360, pp 368-369, pp 372-383 Chapter 12 pp 426-433 Other Required Readings: Mintzberg, H. (1980). Structure in 5’s: a synthesis of the research on organization design, Management Science, 26(3), no. 3, 322-641. Topic 9 Leadership Textbook: Chapter 16 p 604, pp 615-629, pp 629-633 ©Monash College bus-2040-uo-010612-v1. 0-da 6 Unit Outline | MCD2040 Managing People and Organisations | Other Required Readings:

Kets de Vries, M. (1996). Leaders who make a difference, European Management Journal, 14(5), 486-93.

Kotter, J. 1990). What do leaders really do? Harvard Business Review, 63(3), 103-111.

Lopez-Zafra, E. ; Garcia-Retamero, R. and Landa, J. M. A. (2008). The Role of Transformational Leadership, Emotional Intelligence, and Group Cohesiveness on Leadership Emergence. Journal of Leadership Studies, 2 (3), 37-49.

Ryan, M. K. and Haslam. S. A. (2005). The Glass Cliff: Evidence that Women are Over Represented in Precarious Leadership Positions. British Journal of Management, 16 (2), 81-90. Topic 10 Motivating Employees Textbook: Chapter 15. Other Required Readings:

Reis, D. (2001). Reengineering the motivation to work, Management Decision, 39(8), pp 666-675. Recommended Readings:

Katzell, R. (1990). Work motivation: theory and practice, American Psychologist, 45, 144153.

Mitchell, T & Mickel, A. (1999). The meaning of money: An individual difference perspective, Academy of Management Review. 24(3), 568 – 577. Topic 11 Foundations of Control Textbook: Chapter 17. Other Required Readings:

Seeck, H. , and Kantola, A. (2009). Organizational control: Restrictive or Productive? Journal of Management and Organization, 15, 241-257.

Van den Broek, D. (2002). Monitoring and Surveillance In Call Centres: Some Responses From Australian Workers, Labour and Industry, 12(3), 43-58. Learning activities The following is a range of suggested activities to help you pass (and excel) in this unit. These activities are provided as a guide to assist you in your independent study activities. They include what to discuss online, what to read and study, timing the work for your assignments and how to relate what you are learning to managing in the real world. Other than the four compulsory graded assessments you are not required to hand in or complete any learning activities. It is advised you only do activities that best suit your personal learning style. You are not expected to complete them all. Topic 1(a) Introduction

Familiarise yourself with the unit and its assessment requirements

Navigate the unit Moodle site and check your PC is configured for Moodle.

Getting to know each other by introducing yourself in class

Get ready for assignment 1 by reading its requirements

Watch the video and reflect on the guided questions

Start your Glossary: Systems, Globalisation, Ethics, Workforce diversity, Spirituality, Stakeholders, Social responsibility, Sustainability. Topic 1(b)Organisations and managers

Attend library research training session with tutor .

Collect journal articles relating to A1

Do readings and textbook review questions in Chapter 1: 1, 5, 6, 7, 8, 9, 10, 11, 12 & 16.

Watch the video and reflect on the guided questions

Continue your Glossary: Organisation, Manager, Efficiency, Effectiveness, Management bus-2040-uo-010612-v1. 0-da 7 ©Monash College Unit Outline | MCD2040 Managing People and Organisations | Functions, Management Roles, Management Skills, Universal, Generic

Test your knowledge on this topic in the online MyManagement Lab. Topic 2 Management yesterday and today

Get ready for A1 by preparing a plan and rough draft of your essay

Do readings and the textbook review questions in Chapter 2: 1, 3, 4, 6, 7, 9, 13, 14, 15, 17 &19.

Watch week 4 of video and reflect on the guided questions

Continue your Glossary: Scientific management, Behavioural / Human Relations, Administrative, Systems, Contingency, Situational, Workforce diversity

Test your knowledge on this topic in the online MyManagement Lab Students will be asked to work in groups that represent different theories of management. Topic 3 Understanding and doing academic research, writing and referencing.

Check out online LLS site in the Library @ http://www. monash. edu. au/lls/llonline/.

Do online lesson on finding electronic data basis then complete ‘electronic find and cite’ exercise and get ready for A1 by finding and reading the abstract of two journal articles that could be used in your A1. Read Q Manual chapter on Referencing and then complete the APA test in the sample exam

Watch the video and reflect on the guided questions Continue your Glossary: Take a questioning approach, Citations, Referencing, Q Manual, Analysis, Description, Critique, Argument, Academic writing, Being research literate. Topic 4 The external environment

Complete and submit assignment 1

Do readings and the textbook review questions in Chapter 3: 3, 4, 6 & 7 and Chapter 4: 15 & 16 ( p154). Watch the video and reflect on the guided questions

Continue your Glossary; External environment, General environment, Specific environment, Demographic, Socio-cultural, Legal-political, Pressure group, Multinational, Borderless corporation, Dimensions of culture, Cultural shock, Stakeholders

Test your knowledge on this topic in the online MyManagement Lab

Prepare your tutorial discussion with your reflection on any organisation to which you have been a member. It may be a school, club or place of employment or something similar. 1. Identify any four of its dimensions or sources of internal culture and 2. Describe any two of its shared values

Do readings and the textbook review questions in Chapter 3: 8, 10, 11,

Watch the video and reflect on the guided questions

Continue your Glossary: National culture, Organisational culture, Cross-cultural, Socialisation, Rituals, Material symbols, Spirituality, Employee empowerment, Valuebased management

Test your knowledge on this topic in the online MyManagement Lab

Complete and submit you’re A1.

Collect and bring to class information about an organisation that has pursued ethical and sustainable practices in recent years. Do readings and textbook review questions in Chapter 5: 1, 3, 4, 5, 6 7, 8 , 11 & 12.

Watch the video and reflect on the guided questions. bus-2040-uo-010612-v1. 0-da 8 Topic 5 The internal environment Topic 6 Social responsibility, managerial ethics and sustainable management ©Monash College Unit Outline | MCD2040 Managing People and Organisations |

Continue your Glossary: Profit maximisation, Socioeconomic view, Social responsibility, Social obligation, Social responsiveness, Employee empowerment, Physical environment, Ethics, Code of ethics, Whistleblower

Test your knowledge on this topic in the online MyManagement Lab Topic 7 Decision making and Planning

Do readings and review questions in Chapter 7 : 2, 3, 4, & 5 Chapter 9 : 1, 2, 4, 6 & 7

Watch the video and reflect on the guided questions

Continue your Glossary: Rational, Bounded rationality, Satisficing, Intuition, Resources, Capabilities, Strengths, Weakness, Opportunity, Threat, Competitive advantage

Test your knowledge on this topic in the online MyManagement Lab

Prepare and discuss in the tutorial a story (narrative) about any one HRM practice that you or another person has experienced. Do readings and textbook review questions in Chapter 10: 1, 2, 9, 10, 11, 14, 15 , 18; Chapter 12: 1 & 2

Watch the video and reflect on the guided questions

Continue your Glossary: Organisational structure, Organisational design, Centralisation, Decentralisation, Specialisation, Departmentalisation, Mechanistic structure, Organic structure, Team structure, Matrix structure, Project structure, Boundaryless, Human resource management.

Test your knowledge on this topic in the online MyManagement Lab

Prepare and discuss in the tutorial the names of any two leaders you know from any of the following sources. Your school, workplace, spiritual group, politics, business, your sports team or any other source. List why you think they are leaders.

Do readings and textbook review questions in Chapter 16: 1, 2, 9, 10, 11, 12, 13

Watch the video and reflect on the guided questions

Continue your Glossary: Manager, Leader, Leadership, Power (Legitimate, Coercive, Expert, Referent)

Test your knowledge on this topic in the online MyManagement Lab Topic 8 Organising Topic 9 Leadership Topic 10 Motivating Employees Prepare and discuss in the tutorial your reflection on what you can do to motivate yourself to reach your longer term goals.

Do readings and textbook review questions in Chapter 15: 1, 2, 3, 5, 8, 11, 13, 14, 15 & 17.

Watch the video and reflect on the guided questions

Continue your Glossary: Motivation, Situational, Content theory, Process theory, Needs, Motivation factors, Hygiene factors, Reinforcement, Equity, Job Design, Expectancy, Self actualisation, Esteem, Physiological, Social, Safety needs. Test your knowledge on this topic in the online MyManagement Lab

Complete and submit assignment 2

Prepare and discuss in the tutorial a list of real world examples where technology is used by organisations to monitor or control cash, financial results, individual employees, groups of workers, customers or machinery.

Do readings and textbook review questions in Chapter 17: 1, 2, 3, 4, 5, 6, 7, 9 , 10, 11, 12, 13, 14, & 15.

Watch the video and reflect on the guided questions bus-2040-uo-010612-v1. 0-da 9 Topic 11 Foundations of Control ©Monash College Unit Outline | MCD2040 Managing People and Organisations | Test your knowledge on this topic in the online MyManagement Lab

Continue your Glossary: Feedforward control, Concurrent control, Feedback control, Balanced-scorecard, Financial control, Information control, Benchmarking, Workplace control. Topic 12 Review and exam preparation

Catch up on your textbook review questions, watch videos again and go over your glossary.

Prepare revision notes in readiness for the exam.

Use the unit and weekly learning objectives to guide you on what is examinable

Test your knowledge on this topic in the online MyManagement Lab. Continuous improvement Monash College is committed to ‘Excellence in education’ and strives for the highest possible quality in teaching and learning. To monitor how successful we are in providing quality teaching and learning Monash College regularly seeks feedback from students, employers and staff. Two of the formal ways that you are invited to provide feedback are through Unit Evaluations and through MonQueST Teaching Evaluations. Monash College administers the Unit Evaluation surveys online. MonQueST Teaching Evaluation surveys may be used by some of your teaching staff this trimester. They may be completed in class with a facilitator or online through the my. monash portal. The feedback is anonymous and allows the College to identify areas that students are satisfied with and areas for improvement.

If you wish to view how previous students rated this unit, please go to http://www. monash. edu. au/unit-evaluation-reports/. ©Monash College bus-2040-uo-010612-v1. 0-da 10 Unit Outline | MCD2040 Managing People and Organisations | Learning resources All students must ensure they have access to the resources required for successful completion of this unit. The minimum resources required for this unit include the prescribed textbook, unit online Blackboard site, Faculty Q Manual and journal articles from the Monash library data-bases. Readings Prescribed text(s) and readings Robbins, S. Bergman, R. Stagg, I. & Coulter, M. (20012) Management, 6th Edition, Pearson, Australia. Recommended text(s) and readings Recommended readings in this unit are available at: http://www. lib. monash. edu. au/resourcelists/. Other resources Databases Online journals and journal databases are available at: http://www. lib. monash. edu. au/databases/. Q Manual Students are required to meet the Faculty Q Manual standards for all assignment submissions.

This includes using the Q Manual APA method for citation of sources, referencing and formatting your essays and reports. The Q Manual can be accessed at: http://www. buseco. monash. edu. au/publications/qmanual/ Moodle Moodle is an online teaching and learning environment which aims to enhance learning. It delivers important resources which may include: lecture and tutorial notes, links to websites, self assessment quizzes, and online discussions which allow you to interact with fellow students. To access this site, go to: http://mcpl. moodlesites. com and log in using your authcate username and password. Once you are logged in, you will see a list of units you are enrolled in that use Moodle. If you expect to see a unit and it is not there, contact your lecturer. Your lecturer will demonstrate how to use the Moodle site and explain what is expected of you including any online assessment that must be completed there. Check Moodle regularly to be kept up-to-date with important information for your unit as it becomes available. ©Monash College us-2040-uo-010612-v1. 0-da 11 Unit Outline | MCD2040 Managing People and Organisations |

Getting help If you have technical difficulties with Moodle, please contact the Netspot Helpdesk. Phone: 1800 664 314 (ask for Monash College Moodle Support) Email: mcpl. moodle. helpdesk@netspot. com. au Library access The Monash University Library website contains details about your borrowing rights and how to search the catalogues. To learn more about the library and the various resources available, please go to: http://www. lib. monash. edu. au. For your current and future studies, you will need to build your knowledge and skills around academic searching, using databases, retrieving information and using correct referencing techniques. It’s a good idea to refresh and update your skills before you start the assessment tasks. You can do this by completing the tutorials available on the library website. ©Monash College bus-2040-uo-010612-v1. 0-da 12 Unit Outline | MCD2040 Managing People and Organisations | Assessments Monash College Pty. Ltd. reserves the right to moderate any or all internal assessments delivered at any partner location and make adjustments where required. The assessments and exam which contribute towards your final grade are summarised below. Please refer to the separate Assessment documents for a detailed description of each assessment item. Assessment task Tutorial attendance and homework completion before tutorials Active participation in tutorial work and activities Assignment 1 Essay Assignment 2 (a) Plan of report Assignment 2 (b) 2,250 word report Details Weight / Value 5% Due date / week Ongoing 5% 1,500 word limit. Tests topics 1-4. 250 word limit: plan for Assignment 2(b) 2,250 word limit To include a 250-word executive summary. Test topics 4-11. 15% 5% 20% Ongoing Monday Week 5 Tutorial Week 9 Monday Week 10 Examination (2 hours) Details – TBA Sample exams on Blackboard 50% Exam period Requirements/hurdles for passing the unit Internal assessment items are designed to assist you to achieve the learning outcomes of the unit. They are an integral part of your learning and you should complete all of them. In order to achieve a pass in this unit, you must:

achieve at least 40% in the final examination Students who both fail to meet the hurdle requirement(s) outlined above and who would otherwise have received a pass or better grade, will automatically receive a 48N result. Monash College bus-2040-uo-010612-v1. 0-da 13 Unit Outline | MCD2040 Managing People and Organisations | Guidelines for presentation of written work All assignments are to be word-processed and include the following:

one and a half or double spacing and a minimum font size 12 pt numbering of all pages pages stapled together at the top left corner (do not place pages in separate plastic sheets) a reference list. Word limit All assignments have a word limit. You should plan your work to adhere to this limit. Your marker will allow a flexible component of plus or minus 10%, without penalty. Referencing The reference list and in-text referencing must be in accordance with the APA style. For guidelines, please see the Student Q Manual available at http://www. buseco. monash. edu. au/publications/qmanual/index. html. Plagiarism, cheating and collusion Monash College is actively committed to preventing plagiarism, cheating and collusion for the protection of the college’s reputation and standards for current and future students. Severe penalties may be imposed on students who engage in, or who support other students engaged in, activities which seek to undermine the integrity of the unit assessment process.

Plagiarism: To take and use another person’s ideas and/or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement.

Cheating: Seeking to obtain an unfair advantage in an examination or in other written or practical work required to be submitted or completed by a student for assessment.

Collusion: The presentation of work which is the result in whole or in part of unauthorised collaboration with another person or persons. Penalties may apply. Refer to item 6 of the Monash College Assessment Policy: http://www. monash. edu/monashcollege/australia/currentstudents/policies/mcassessmentpolicy. df. Assignment submissions & cover sheets Your assignments will need to be submitted in hard copy (paper-based). You must also keep a personal electronic copy . All assignments submitted on paper must include a fully completed and signed Assignment Cover Sheet. Assignments will not be accepted or marked if it is not accompanied by a signed cover sheet. You can download the Assignment Cover Sheet from the college website at: http://www. monashcollege. edu. au/assets/doc/assignment-cover-sheet. pdf ©Monash College bus-2040-uo-010612-v1. 0-da 14 Unit Outline | MCD2040 Managing People and Organisations | It is important that you download the cover sheet well before you submit your assignment as it contains important information about privacy, plagiarism and collusion and must be carefully read before signing.

Your assignments must be placed in the secure assignment box on the respective campus by 9. 00am on the due date unless prior arrangement has been made with theUnit Leader. You must not submit / or give the assignment to your tutors or other staff. All assignments must have the unit code and name and your name and ID number on each page. You must keep an electronic copy of your assignment. We also recommend that you keep a hard copy. Assignment feedback Feedback will be provided to you within 2 weeks of submission. Feedback will consist of written within the assignment, verbal and a rubic indicating criteria required. After marking, assessments should be collected by and/or returned to students according to item 3. 9 of the Monash College Assessment Policy. Final Examination Exam Date and Location All queries regarding the time and location of examinations should be directed to Monash College student administration. Exam Duration This unit has a 2 hour examination plus 10 minutes reading time. Examinable Material All topics taught in this unit are examinable. Topics covered in the assignments may be included in the exam. Sample Exam A sample exam is available on the unit Blackboard site. Exam Instructions to Students The final examination in this unit has a total of 12 questions. The examination paper is divided into 2 sections. Part one (60%) requires students to answer 6 short answer questions from a choice of 8 valued at 10% each. Part two (40%) requires students to answer 1 question from a choice of 4, each of which has 2 (20%) parts and is of total value of 40%.

©Monash College bus-2040-uo-010612-v1. 0-da 15 Unit Outline | MCD2040 Managing People and Organisations | Return of Final Marks for the Unit The final mark for this unit will be released by the Board of Examiners on the date nominated in the Monash College Calendar. Student results will be accessible through the my. monash portal. Special consideration for examinations A student whose work during a teaching period or whose performance in an examination or other assessment has been affected by illness or other serious cause may apply for special consideration. For more information on eligibility and how to apply, please refer to Student Administration.

©Monash College bus-2040-uo-010612-v1. 0-da 16 Unit Outline | MCD2040 Managing People and Organisations | Policies Policies on assessment Applications for extension of time All applications for an extension to the time allocated to an assessment task must be made in writing (and supported by documentary evidence) to the Unit Leader or Team Leader. If granted, approval will be in writing and will be recorded on the Assignment Cover sheet accompanying the assessment task by the Team Leader. Penalties for late submission A penalty of up to 10% of the total marks available for that assessment task will be deducted for each day (including weekend days) that the item is late. Double marking of assessments When an assessment is given a Fail ( N ) , that piece of work will be handed to a second marker who will independently evaluate the work prior to the result being conveyed to the student. No student will be awarded a fail grade for final examinations that fall in the range of 30 – 49 or a fail grade for an assessment task, without an independent examiner confirming the result.

Monash College Assessment Policy containing statements on:
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to apply themselves to their studies to the best of their abilities to become familiar with the rules and regulations governing the course in which they are enrolled to be aware of the policies and practices of the College in which they are enrolled and which are contained in the materials and information made available to them to be aware of the rules and regulations concerning the use of College computing, library and other facilities, as set out in published material to meet deadlines for work to be submitted to take the initiative and consult appropriately when problems arise to submit original work for assessment without plagiarising or cheating to attend lectures, tutorials and seminars for each unit in which they are enrolled to accept joint responsibility for their own learning to contribute to the development of college programs and policies by participating in consultative and deliberative processes in a responsible and ethical manner to be aware of the College’s commitment to equal opportunity and to demonstrate tolerance and respect for all members of the College’s community to respect the right of staff members to express views and opinions to respect the working environment of others in all areas of the college to retain a copy of all assignment work submitted for assessment.

Copies must be held until a grade for the unit has been published to regularly scan personal computers for viruses and other destructive software and to ensure that “infections” are not transmitted to computers owned by the College, or to computers owned by other students, or by other individuals or organisations to regularly “back-up” documents, databases, presentations, spreadsheets and other files held on a personal computer which relate to their study at college and to arrange secure storage for these “back-up” copies.

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The Intel Corporation produces microprocessors that are used in computers. It has a market share of over 75% and has been praised for its highly innovative culture. Do you think that an innovative culture can be relied on to guarantee the future success of a business? Justify your answer with reference to Intel and/or other organisations you know. (40 marks) An organisation’s culture refers to ‘the way we do things around here’ and is determined by the values, attitudes and beliefs of the people who work within it.

As such, culture will undoubtedly influence the success of a business. In particular, it can be argued that an innovative culture can lead to business success because it enables companies to share ideas more freely and thus innovate and develop their business strategy. Furthermore, in light of Handy’s view of “discontinuous change” being ever more present in the business world, an innovative culture is likely to enable business to be flexible enough to cope with challenges that the future holds.

However, it is important to bear in mind that when a business possesses over 75% market share that it benefits from economies of scale which can be an important determinant of success, regardless of culture. Perhaps more importantly, not every success international business possesses an innovative culture. A successful business strategy can be underpinned by other business cultures and thus the type of industry a business is in, and the different challenges it faces may determine what is the most suitable culture for them.

Innovative cultures are essential in companies who are involved in technological markets, where developing new products and ideas can be key to success. The Intel corporation operate a very innovative culture which has lead to huge dominance of the market, capturing 75% market share after the production of microprocessors used in computers. Another example where innovation has lead to success is at Google, where CEO Eric Schmidt commits to innovation, making sure all employees are comfortable sharing ideas and opinions.

The relaxed feel around the company allows employees to be creative, which has allowed Google to be one step ahead of competitors, which is especially important working in a technological industry. BMW use a similar culture where everyone is expected to help find solutions. They have a network of committed associates with few hierarchical barriers, allowing every employee to voice their opinion. This culture has allowed BMW to promote new products and get the product just right through thousands of brainstorming sessions.

These examples show how innovation can lead to success in technological industries. Innovative culture can be relied on to guarantee the future success of a business, as the external environment is constantly changing. This can be linked to Charles Handy’s theory of ‘discontinuous change’ which means that in the future change is constant, and therefore an innovative culture would most likely guarantee a business success.

Being highly innovative would mean that managers would have to be flexible and react to the constantly changing external environment, therefore adopting an innovative culture would mean businesses would have to come up with ideas and strategies for the future in order for the business to remain competitive and successful. Innovative culture should equip firms with the ability to cope better with change. For example Intel’s strategy of diversification where they use tactics such as job swapping and controlled employee role changes to increase the efficiency of their teams.

This is useful as the workforce is flexible to the externally changing environment, and can guarantee future success of a business as they would be able to react to any change within the business. Hence I think that an innovative culture can determine the future success of the business, especially in a technological industry as the external environment is constantly changing meaning a firm has to be flexible and prepared to react and respond if it wishes to remain competitive and profitable.

If a business did not react to changes and maintained there current strategies and plans then this could have negative effects on the business such as a declining market share due to competitors coming up with new innovative ideas and hence a lower profit. One way in which we can see that an innovative culture cannot be relied on to guarantee the success of a firm is that there are other organisations that have a different cultural approach that have been very successful.

I believe that the culture within Tesco has significantly helped it to become one of the most successful retailers in Britain. Tesco use a person and role culture which I believe have helped to contribute to the success of the firm, there are ‘six levels between the till operator and the CEO’ in Tesco and I would think that this would have helped lead to the success of the firm as employees would feel like an important asset of the firm and are therefore motivated to work harder for the benefit of the business.

Also it is evident in Cadburys, the biggest confectionary retailer in England who take a role and task approach to their culture that an innovative culture is not needed to guarantee the success of a firm. I believe that the putting an emphasis on results and giving staff specific roles within the business has led to the success of Cadburys as there is a specific focus on achieving targets and working as a team which I believe can highly motivate employees.

So it is evident in a range of businesses that an innovative culture is not the key to success in business, various different cultural approaches such as task and role can have a significant contribution towards the success of an organisation. However, it can be argued that the size of Intel’s organisation provides it with its main competitive edge. Intel has a market share of 75% bringing with it certain benefits that are arguably more influential to its success than its innovative culture.

A firm of this size is likely to benefit from economies of scale, propagating lower unit costs that can lead to higher profit margins. Higher profit margins enable greater re-investment into the firm, allowing Intel to continuously expand. Therefore, it seems apparent that even without its innovative culture, the sheer size of the firm would enable it to compete successfully. However, one cannot say that a large firm is guaranteed future success as demonstrated by the IBM monopoly that quickly lost majority market share to Microsoft and today only operate within a business-to-business niche market.

Although business “success” is essentially easy to measure through examining market share, revenue, profit and other such measures, the factors that lead to such success are less easy to see. Factors such as a strong business strategy, good leadership, a favourable competitive environment and culture all contribute to a business’s success but being able to separate out which factor contributes more to success is near impossible. Furthermore, being ble to measure how effective an innovative culture versus a role or person culture is very difficult. Ultimately, the ‘best’ culture will vary according to industry and the nature of the business structure itself. Some industries such as the technology industry has developed its products at an exponential rate, inconceivable just 20 years ago. The nature of such a fast moving industry relies on quick and consistent innovation which is no doubt dependent on an innovative, networked culture like the type we see at Google and BMW.

Other industries such as retailing and supermarkets, however do not face such radical and constant need to develop their product offering, and factors such as good quality service and product quality may be more important. As a result, a role and person based culture are more likely to lead to success. However, in light of Handy’s “discontinuous change”theory, all businesses, regardless of industry will face an ever changing external environment and so although an innovate culture may not be the most suitable per se, having an element of innovation and flexibility is key to any business intending to succeed in the future.

The objectives of this research are to examine the influence of organizational culture on employee work behavior. Moreover, there are to explain the influence that organizational culture has on employee work behavior, to formulate recommendations regarding organizational culture and employee work behavior. There are a few questions that were asked, in order to measure the result. In addition, the method was used in this research is a survey research method. Plus, respondents were selected by using stratified and simple random sampling techniques. Primary data were collected through questionnaire.

Data were presented and analyzed by means of simple percentage and the hypotheses were tested by chi-square test statistics. However, the result of the findings shows that organizational culture i. e. norms, artifacts, values, traditions, assumptions and belief influences employee work behavior. Recommendations were also made to the organizations that will find this study relevant to their course to make their culture simple and easy to grasp and adhere to so that their employees can be free to put in their best. In addition, the organization should build trust among the employee and managers by using Islamic perspective.

Review Each of us has a unique personality – traits and characteristics that influence the way we act and interact with others. When we describe someone as warm, open, relaxed, shy, or aggressive, we’re describing personality traits. An organization, too, has a personality, which we call its cultures. And culture influences the way employees act and interact with others (Robbin & Coulter, 2012). However, not all organizations that have cultures influence employees’ behaviors and action. The organization with strong cultures has more influence rather than weak cultures organization.

In this study we can see the result from analyzed the data that the culture is one of the key elements that organization must be concerned, as the top manager can take the attention of this topic and make change to the organization by motivate the employees through improve the organization cultures which can be done through many ways such as through organization stories, rituals, language or material artifacts and symbols. In addition, the result of strong culture may lead employees to improvement of performance, responsibility and well-being. Moreover, in the organization hould build trust among the employees and managers by using Islamic perspective in order to perform more efficient and receive effective outcomes within the organization. Summary and review of problem statement and purpose of study The importance of employee’s performance or behavior will appear on their work which the organizational culture is one of many factors that drive the employee’s work. There are many researches in different area of studies related to this topic. Hence, there is no widely accepted causal the relationship between organizational culture and employee work behavior in the last few decades.

The empirical evidences emerging from various studies about the effect of organizational culture on employee work behavior have so far yielded mixed results that are inconclusive and contradictory. Because of these contradictory results, the question of whether organizational culture improves or employee’s work behavior is getting worse still worthy of further research. In addition, despite the existence of these studies, very little attention has been given to developing countries. This means that the impact of organizational culture on employees’ work behavior has not received adequate research attention in Nigeria.

Thus, there is a major gap in the relevant literature on Nigeria, which has to be covered by research. This research attempts to fill this gap by studying the situation of the Nigerian service industry and providing more empirical evidence on the effects of organizational culture on employee work behavior in Nigeria. The purpose of this study is: (i) To ascertain if organizational culture influence employee work behavior. (ii) To find out if organizational culture affects organizational productivity. (iii) To disclose whether a change in organizational culture could lead to a change in employee work behavior Review

From the problem and the purpose of this journal tell us that they want to prove whether the little thing that organizations in nowadays less concerned which is organizational culture may influence the performance of employees by using empirical evidences with Nigeria Nestle industry. Addition, to indicate that cultures within organizations was an interesting topic to be study and can be a significant affect within the organizations. Summary of the Literature review Conceptual framework of organizational cultural Organizational culture has been appeared in various field of human science studies such as psychology, sociology and anthropology.

The study of organizational culture is widely defined by many scholars yet the definition is not mainly accepted (Ojo, 2012). Organization culture has affected on productivity of organizational activities which mean it has influence outcomes of the company in term of performance, commitment, self-confidence and ethical behavior. In other words organizational cultural is one of vital elements organization’s success that manipulate employee work behavior. Defined the organizational culture According to Morgan, 1997 defined organizational culture as one of the metaphors used for organizational analysis.

He suggested that the basic of organization involves in the development of shared meaning, beliefs, norms, values and assumptions which are shaped by organizational behavior. Another definition of organizational culture is a set of values that help organization members know which is acceptable and that which is unacceptable within the organization (Ojo, 2010). Thus , in our opinion , organizational culture is values which involve in beliefs, norms and perspectives within organization which it help shaping the member’s behavior and perceive what is right and wrong within the organization . Organizational values

According to Jehn, (1994) & Hall (1999) explained that organizational values are expected to produce higher levels of productivity , job satisfaction and commitment . In this statement, it can be said that organizational values are also key in organization behavior which it affect on each individual and organizational outcomes of the company. How organizational cultures develop The values and norms which are the basis of culture formed through 4 ways 1. By leaders in the organization 2. through critical incidents or important events 3. through effective working relationship among organizations members 4.

Through the organization’s environment There are seven dimensions organization culture that could be used to compare culture across organizations are innovation and risk taking, attention to detail, outcome orientation, people orientation, individual vs. team orientation, aggressiveness and stability Types of organizational culture according to Handy (1993) 1. Power culture: Control or power emanate from the centre, personal power predominate. This culture serves the figure head and the leader 2. Role culture: bureaucratic nature; roles more important than the people who fill them; position power predominates, and expert power tolerated.

This culture serves the structure. 3. Task culture: The focus is on completing the job; individuals’ expertise and contribution are highly valued; expert power predominates, but both personal and position power are important; the unifying force of the group is manifested in high level of collaboration 4. Person culture: A loose collection of individuals – usually professionals – sharing common facilities but pursuing own goals separately; power is not really an issue, since members are experts in their own right. This type of culture serves the individual.

According to Handy (1993) describes that the culture within organization affects the way that it operates and it’s member behave. So in our opinion suggest that the culture in organization it affects both physically and mentally which means it causes both the way they think and act within organization among the members. Concept of behavior Human behavior is complex, it is not easy to study and define as others studies because human beings are different from one another in term of perspectives, cultures, and beliefs. However, the operant conditioning model is one model that used to explain human behavior.

Conditioning is a systematic procedure through which associates and responses to specific stimulate learning ( Hollinshead, Nicholls and Tailby, 2003). Operant conditioning is defined as “a type of learning in which the desirable or undesirable consequences of behavior determine whether the behavior is repeated” (Sorensen, 2002). It is also known as instrumental conditioning. The probability of an event occurring depends on its consequences. Summary of the research methodology In this journal, the research methodology that the authors used is survey research.

The theoretical population of the study consists of the entire workers of Nestle Nigeria PLC, Ikeja, Lagos State, Nigeria. The technique to select the participating respondents is the stratified sampling because it is effective coverage and lower cost. Thereafter, a total of 55 employees were selected using simple random sampling method which the employees were stratified into junior, intermediate, and senior cadres. Yet the returned of complete questionnaire is only 50 to be used in analyzing. The Primary data collected through the administration of questionnaire were used for this journal.

The questionnaire was titled “Organizational Culture and Employee Work Behavior Questionnaire” To ensure the validity and reliability of the questionnaire used for the study, even number of experts was consulted to look at the questionnaire items in relation to its ability to achieve the stated objectives of the research, level of coverage, comprehensibility, logicality and suitability for prospective respondents. Data collected from the questionnaire were analyzed, summarized, and interpreted accordingly with the aid of descriptive statistical techniques.

Chi-square was used to measure the discrepancies existing between the observed and expected frequency and to proof the level of significance in testing stated hypotheses. Summary of the findings and discussions Based on analyzed data, the findings in this study include the followings: 1) A large number of respondents 84. 0% of the respondents agree that organizational culture influence employee work behavior. 2) 72. 0% of the respondents agree that organizational culture is a determinant of productivity level of the organization. 3) 84. % of the respondents agree that a change in culture will cause a change in employee work behavior. 4) 54. 0% of the respondents agree that organizational norm is a major determinant of organizational culture. 5) Majority of the respondents (56. 0%) agree that organizational artifact is a major factor of organizational culture. 6) Organizational values influence employee work performance as 50. 0% of the respondents agree to this. 7) Adequate motivational factors improve employee work behavior. 46. 0% of the respondents agree to this.

From the hypotheses tested, we are able to discover the following: 1) In testing the first hypothesis, indicates that organizational culture has a significant influence on employee work behavior. 2) When the second hypothesis was tested indicates that organizational culture is a major determinant of organizational productivity. 3) Finally, when the third hypothesis was tested it was also discovered that a change in organizational culture will cause a change in employee work behavior. From the result of analyzing can conclude that: (i) Organizational culture influence employee work behavior in the organization. ii) Organizational culture is a determinant of the productivity level of the organization. (iii) Changing in organizational culture will lead to a change in employee work behavior. (iv) Organizational culture has a significant influence on employee work behavior.

Discussion Why the culture important? For one thing, in organizations with strong cultures, employees are more loyal than employees in organizations with weak cultures (Robbin Coulter, 2014). For example, International Islamic University Malaysia that we are all have stayed, studied and worked. Many of staffs that we know have been work here more than 20 years and many students hat graduated from here continue study master in the same place. We think that one of the important reason of those people felt that IIUM had a very strong culture, not only employees that is loyal, but customers (students) is also feeling the same. Therefore, we are strongly agree that the organizational culture effected to employee work behavior. The suggestion for the journal 1. Even though individual has different in term of cultures, perspectives, beliefs and behaviors, one should be able to cope with others members in the organization to accomplish the same goals.

The individual must have ability to adopt oneself to the organizational environment and cultural that will determine how one behaves at work. Nestle Nigeria Plc. Should encourages new entrants to internalize first with organization culture to know whether they can cope with them or not. 2. Should provide adequate motivational factors such as housing allowance , car loan , holiday allowance that will make their employee feel comfortable and satisfied with the company 3. Should operate strong culture not weak culture, which it can help employees perform better and it leads to efficient and effective performance. . The organization should build trust among employees and managers by using lslamic perspective. Trust is an important element in Islam as Allah (SWT) mentioned a lot verses in the and also our Prophet Muhammad (SAW) encourage us to implement our daily activity, the company relationship whether the employee in private business or within the public sector. Thus, trust plays and key role in bringing individuals together to create value that no one person could create on her partner as well as trust in relationship among members of business partners.

It is emphasized in the Qur’an: “Allah commands you to deliver trusts to those worthy of them; and when you judge between people, to judge with justice”. (al-nisa’, 4:58. What is more obvious here is in that the verse is addressed to everyone when holds everything in trust. Here, we forewarned against the evil, position of trust to incompetent, mean, immoral, dishonest. According to Hadith : “Every one of you is a guardian and everyone will be asked about his subjects. Imam is a guardian. He will be asked about his subjects. A man is the guardian of the persons in his household. He is answerable about them.

A woman is the guardian of her husband’s house. She will be asked about her responsibility. The servant is the guardian of the articles of his master. He is answerable about this responsibility of his” (Bukhari) The Muslims are directed to take head of this and to entrust position of responsibility. Trust arises within community of regular, honest and corporative behavior based on commonly shared norms. The employees are trusted in organization they will feel more comfortable and good perform within the organization as the result, they will produce efficiency and effective outcomes.

Introduction Social scientists and researchers delved into the idea of organisational culture as an important component of organisational theory in the past. Brown (1998) identified four different sources of organisational culture which stems from climate research, national cultures, human resources management, and from conviction approaches. This piece of work critically evaluates organisational cultures in the Early Years settings.

The first part looks at the theoretical background to the evolution of organisational culture its importance and types. The second part examines the link between leadership, organisation culture and change management with analysis from experience as an EYP. It also looks at key factors that influence change, problems with change and techniques for implementing change in Early Years settings. The final part is a conclusion and a suggestion of possible measures to effect change in Early Years settings.

What is organisational Culture? It is important for one to understand what culture means. The elementary definition is by (Martins and Martins 2003) who defined culture as ‘a system of shared meaning held by members, distinguishing the organisation from other organisations’ Again Arnold (2005, p 625) explains that ‘organisational culture is the distinctive norms, beliefs, principles and ways of behaving that combines to give each organisation its distinct character’.

From the above two definitions culture therefore refers to the underlying values, beliefs and codes of practice that makes an organisation what it is. The way of life of that organisation, the self-image of its members, the things that make it different from others, are its culture. Importance of Organisational Culture The main reason for organisational cultures is to stipulate the way of doing things in order to give meaning to organisational life (Arnold 2005). This is important because the staff members need to benefit from lessons of previous members.

Organisational culture also determines organisational behaviour by identifying principal goals, work methods, how members should interact and address each other; and how to conduct personal relationships (Harrison 1993) Furthermore, (Brown 1998 p. 89-91) states the functions of organisational culture s follow: * Conflict reduction- A common culture promotes consistency of perception, problem definition, evaluation of issues and opinions, and preferences for action. coordination and control- Because culture promotes consistency of outlook it also facilitates organisational processes of coordination and control * Reduction of uncertainty- Cultural mindset reduces anxiety which makes the work place a simple, choices easier and rational actions possible * Motivation- An appropriate and cohesive culture offers workers a focus of identification and loyalty foster belief and values that encourages workers to perform. Types of Organisational Culture Organisational culture has been classified into different categories by researchers of which the most commonly used one is Handy (1993).

He noted four main category of organisational culture namely, power culture, role culture, task culture and person culture. Power culture There are some organizations where the power remains in the hands of only few people and only they are authorized to take decisions. They are the ones who enjoy special privileges at the workplace. They are the most important people at the workplace and are the major decision makers. These individuals further delegate responsibilities to the other employees. In such a culture the subordinates have no option but to strictly follow their superior’s instructions.

The employees do not have the liberty to express their views or share their ideas on an open forum and have to follow what their superior says. The managers in such a type of culture sometimes can be partial to someone or the other leading to major unrest among others. Task Culture Organizations where teams are formed to achieve the targets or solve critical problems follow the task culture. In such organizations individuals with common interests and specializations come together to form a team. There are generally four to five members in each team.

In such a culture every team member has to contribute equally and accomplish tasks in the most innovative way. Person Culture There are certain organizations where the employees feel that they are more important than their organization. Such organizations follow a culture known as person culture. In a person culture, individuals are more concerned about their own self rather than the organization. The organization in such a culture takes a back seat and eventually suffers. Employees just come to the office for the sake of money and never get attached to it.

They are seldom loyal towards the management and never decide in favour of the organization. One should always remember that organization comes first and everything else later. Role culture Role culture is a culture where every employee is delegated roles and responsibilities according to his specialization, educational qualification and interest to extract the best out of him. In such a culture employees decide what best they can do and willingly accept the challenge. Every individual is accountable for something or the other and has to take ownership of the work assigned to him. Power comes with responsibility in such a work culture.

Organisation Culture as evidenced in Early Years Setting From the above discussions so far it is eminent that organisation culture is inevitable way of life that can be found in every institution. This section focuses on how organisation culture influences the effective running of nurseries and infant schools in other words, how successful these types of culture mentioned in our earlier discussion positively or negatively affects the day to day running of nurseries. From experience working in Early Years settings each setting has its own culture and way of doing things that enables them to successfully achieve their goals.

Research reveals that there is relationship between culture and an organisation’s success. Relating this idea in the context of Early Years Settings one can say that there is a definite relationship between culture and a setting’s success. Deal and Kennedy (1982) argue that culture is the single most important factor that determines the success or failure in an organisation. They identified four key dimensions of culture: * Values – the beliefs that lie at the heart of the corporate culture. * Heroes – the people who embody values. * Rites and rituals – routines of interaction that have strong symbolic qualities. The culture network – the informal communication system or hidden hierarchy of power in the organization. Again Peters and Waterman (1982) emphasise on the importance of organisational intangibles such as values and heroes. They suggest a psychological theory of the link between organizational culture and performance. According to them ‘culture can be looked upon as a reward of work; we sacrifice much to the organization and culture is a form of return on effort’. From the above researches so far it is evident that culture exists in every organisation including Early Years Settings.

The next paragraph describes observation from two organisations I worked as part of my placement. A particular focus is an evaluation of the merits and demerits of these cultures as noticed in these organisations. Organisation 1 Features * Routine planning is done by leader for the next day * Staff follows strictly what has been planned * Staff needs to consult leader at each stage of daily routine there7 * No flexibility * Leader style is autocratic * There is no hierarchy * There are informal groups within who are often friends that “get on well” with each other therefore sees any new staff as threat.

Evaluation Oganisation1 exhibits power culture, part of the reason perhaps been the fact that the leader is the only highly qualified member with the subordinates possessing basic qualification. The merits of this type of culture are it unifies the each one’s effort behind the vision of the leader as everyone strives hard to please the leader. Again it can provide certainty and focus and reduces conflicts and confusion since the leader is the absolute decision maker. The demerits are that, staff turn to give the bosses wishes a priority even if it interferes with a vital decision on individual level.

People do not question the leader even if he or she is wrong. Leaders also could break rules and take personal privileges thereby restricting the flow of information to only friends and allies. Furthermore, people are promoted by been loyal to the leader even when they are not competent. Finally because there are informal groups within the organisation with personal interest there is a tendency of rivalry ‘set up each other” attitude among staff in an attempt to please the leader. Organisation 2 Features * Planning and preparation is done as a team * There is some flexibility in routine Leadership style exhibits both democratic and autocratic * There is hierarchy of job roles and specialisation by each member * There is bureaucracy in decision making * Work is controlled by procedures and rules that spells out each member’s role Evaluation A close study of organisation 2 show a role culture one merit of which is the fact that there are clear rules and guidelines that protects each staff member from exploitation, abusive use of power and position. This in turn provides a sense of security and confidence to staff to carry on their daily duty without any fear or intimidation.

Secondly, there are well designed structures in place this enable new staff members to know quickly what to do at what time and when to do this. This further help new members to “fit well” among existing staff which motivates them to freely interact with everybody. Again staff members do not hold back information but share freely among staff which is necessary for any good teamwork. On the contrary, this type of organisation culture has some demerits. Job roles are strictly defined that it does not enable staff members with special abilities to flourish.

In other words, members stick to their job roles as prescribed by the rules. The problem with this practice is that it turns to generate a blame culture among staff. It could lead to individualism depending on the size and spectrum of the setting in that, each department only share among themselves and no one else. Finally it can be difficult for staff to get approval for changes because of bureaucracy and procedures. Staff may give up and stick to their normal roles. As noted by Harrison (1993 p. 34) that ‘it is a sin to exceed one’s authority or deviate from accepted procedures. From the above discussion so far one can say that both cultures have their merits and demerits but overall role culture shows an example of healthy organisational culture as compared to power culture. It is again notable from the evaluation that both of the organisations discussed so far have leaders to direct the affairs. This leads to one important question that needs consideration – do leaders mould the shape of Early Years Settings or do the settings mould the leaders? The next section critically examines this. Does leadership influence organisational culture?

From ordinary point of view and experience as workers we all worked under some form of leadership and most often we end up following leadership directives and procedures. Again we often hear that some leaders are competent and perform brilliantly in one organisation but struggle to make impact when they are moved into another organisation to perform the same level of duty. Similarly we also function effectively when placed into one team but when moved to another team we struggle to understand the routines. The question of whether leadership influence organisational culture would be two sided answer in that both influence each other. As much as good leadership is vital for the success of any organisation so is effective organisational culture essential in putting necessary structures in place for staff members to operate effectively. To support the above notion early research shows that leadership affects organizational form, culture, and practices. Founders of organizations establish the initial culture of their organizations (Schneider, Goldstein, & Smith, 1995), and founders and subsequent leaders continue to influence the organizational culture (Schein, 1992).

It is therefore notable that in most organisations new leaders try to follow the practices and culture laid down by their predecessors with some improvements. Another dimension of influence can be linked to leader effectiveness and acceptance by staff members. One can therefore say that leader acceptance influences leader effectiveness and leader effectiveness influence leader acceptance. In fact they are interdependent. Furthermore societal cultural values and practices also affect organizational culture and practices.

Societal culture has a direct influence on organizational culture, as the shared meaning that results from the dominant cultural values, beliefs, assumptions, and implicit motives endorsed by culture (House, Wright, and Aditya, 1997). Thus, the attributes and behaviours of leaders are, in part, a reflection of the organizational practices, which in turn are a reflection of societal cultures (Kopelman, Brief, & Guzzo, 1990). The next paragraphs looks at organisational culture, leadership and how to handle change in Early Years settings.

Organisational Culture and Change management in Early Year Settings This part delves into the principles of change management, the key factors that influence change, problems with change and techniques for implementing change in Early Years settings. Organisational change can be a complex process and therefore needs to be handled carefully as pointed out by (Frenkel, 2003) that Organisational change is a process that affects employees at all level in an organisation. Any new policies or changes to introduce could have both positive as well as negative effect. (Schneider amp; Rentsch 1988) also re-iterated that in dealing with the management of organisational culture, it is firstly necessary to identify as fully as possible the attributes of the existing or new target culture — the myths, symbols, rituals, values and assumptions that underpin the culture’. Early Years settings have their own cultures in place as discussed earlier and any attempt to introduce a change or an improvement to the existing cultures could lead to resistance in many forms including overt comments such as ‘we are ok with how we do things’ or ‘Oh here we go again we have been through a lot of changes already which never worked’.

In view of this there are a number of factors that influence the process of change. Key influences on the change process One important factor that counts towards the success of change is commitment to change. This is true because change is most likely to be successful if staffs understand the reason for the change and show willingness and commitment. Another factor that influences change can be found in a model by (Herscovitch and Meyer 2002). According to the model commitment to organisational change comprises of three construct: Affective, Normative and Continuance to change.

Affective commitment to change is based on the realisation of the benefits associated to change. Normative commitment to change is the sense of obligation an employee feels towards the organisation. Continuance commitment to change is based on the realisation of the fact that there are costs associated to the failure to support the change. All or a combination of these types play are vital factors that influence a change. Furthermore, timing and pace of change can be a crucial influence in making a change successful.

This is true when a change agent introduces one thing at a time and takes time to make sure that all recipients embrace the idea and gradually tried and test it. Finally resistance to change is a major factor that influences change. It is important to understand the people who will be involved in the process ie those engaged in it and those who will feel the consequence of it. Resistance to change could happen as a result of breakdown in communication between the change agent and recipient of change or a failure on the part of the change agent to legitimise the change after it has successfully been put in place.

Techniques to implementing and managing change as EYP From the earlier discussions it is found out that organisational culture, leadership and change management are interrelated. This section outlines the role of EYP in implementing a successful change to a perceived organisational culture in Early Years settings. The techniques for change below are among numerous suggestions which is adapted from the work of John P. Kotter’s: The 8 steps process of leading Change. Although he explains this in the context of profit making business organisations I believe this can be very useful in the context of leading a change in Early Years Settings.

Establishing a sense of urgency This involves discussing crisis and identifying potential threats and opportunities. EYPs as a leader of change should not allow too much complacency from staff – This happens when complacency levels are high for example comments like “yes we have our problems, but they aren’t that terrible and we’re doing our job just fine” This kind of comments reflects the mind-set of some staff members which might not necessarily be their fault but rather the organisational culture that existed long before some members were employed.

The role of an EYP is to always look out for ways of improvement and create a sense of urgency among subordinates. Creating a powerful guiding coalition It is vital for EYP’s to collaborate with key members of staff to lead the change and encourage them to work as a team. This is where leadership plays an important role. A leader of change cannot work in isolation but mobilise specific skilled personnel within to work on aspects of the culture that needs changing. Developing a change vision One of the most common errors in leading a change is underestimating the power of vision.

Vision plays a useful role in bringing about successful change by helping to direct, align and inspire actions on the part of large number of people. As a new EYP, it can be challenging when you find yourself among experienced staff that have been on the job for many years. This is where resilience and confidence play a part in getting the vision across. The most important thing is to believe that your vision is accomplishable if you put the necessary procedures in place. Communicating the vision for buy-in Communication is essential for the ideal EYP if any vision is perceived.

This problem is what John Kotter described as ‘under-communicating the vision by a factor of 10 (100 or even 1000)’. There are a number of good ideas and that never materialise as a result of poor communication. Communication in this context is not just a matter of assembling staff to announce the vision. It is a matter of seeking opinions and engaging in a dialogue with the recipients of the change in a calm and sensible manner. Occasionally those who resist the change would pretend not to be aware of the vision have no knowledge about it.

Your role as a professional should focus on getting the message once again to them and ensure that they understand it. Empowering Broad-based Action Actions should be based on building a sense of community that understands that there is a need for change. This would minimise hindrances to the progress of the vision. As an EYP it is advisable to prevent obstacles to block your efforts in making a contribution to change. New initiatives fail when employees, even though they embrace a new vision feels disempowered by huge obstacles in their paths.

Occasionally the obstacles are in people’s head and the challenge is to convince them that no external obstacles exist. One well-placed blocker can stop an entire change process. Generate Short-term wins Failing to create short-term wins will act as a disincentive to some people. Some people will not carry on unless they see a compelling evidence of success. Without this some may give up and join the resistance. As the change takes off, there should be plans in place to track changes in performance then recognise and reward employees involved in the improvement accordingly.

Consolidate improvement and produce more change Sometimes we get too excited when a vision takes off and we start hearing success stories such that we end up with declaration of premature victory. As a leader of change it is vital to build on present victory or consolidate the change so that not attempt in any form will collapse it. This is not to say that EYPs should not celebrate success if they achieve their vision, it brings a positive change in their setting which is of course vital as a motivating tool in that it helps achieve self-actualisation.

However they should use the early wins to further change systems and structures that would support the vision for good. Institutionalise new approaches Finally when the change has occurred, it is the role of the leader to anchor changes firmly in the corporate culture- two important approaches in anchoring new changes in organisational culture firstly, is a conscious attempt to show people how specific behaviours and attitudes have helped improve performance. When people are left to make their own connections they can easily create wrong links. e. g.

Our nursery is rated the first and oversubscribed by parents last year when Irene Attrams was the leader so it must be as a result of her ‘flamboyant and zero tolerance or no nonsense behaviour’, rather than the new ‘every child matters’ strategy that had in fact, made the difference. It is therefore necessary to lay down policies and legitimise them so that all staffs can see which actions lead to success instead rather than the leader. Conclusion What constitutes organisational culture and its perceived role in organisational success are challenged to originate from perceptions of culture.

This could be historically-based rooted from the founder’s initial ideas, society of environment in which the setting operate, or a pure influence from the past and present leaders. Change management is one of the challenging aspects of EYPs role couple with the fact that the EYP qualification is still at the stage of full recognition. Nevertheless the role of EYP as a leader of change has become laudable especially with the government’s decision to shift from just a babysitting era into early year professionalism with a set of directives detailing what is seen as best practice.

In the current era more emphasis is laid on a set of qualifications as well as personal attributes necessary for leadership in Early Years setting. Researchers however fear that this will make the work of the EYP more mechanistic. For instance (Rike and Sharp, 2008) stated that ‘We prefer to think more in terms of the qualities and ‘professional dispositions’ that can be seen in practice, such as having a caring attitude, valuing early education, reflecting carefully on the way children learn, gaining relevant qualifications and showing a desire to change practice’. Moss, 2010) therefore suggest that they should be seen as dispositions that may be refined and developed by a considered exploration of values, beliefs, attributes, professional and personal heritage and professional competencies. This moves away from the notion of practitioners being seen as ‘implementers’ of policies, competencies and technical skills. The is however an evidence of bright future for the EYPs as leaders and managers of change. In July 2009 a survey was commissioned by CWDC to undertake the longitudinal study of the role and impact of Early Years Professional Status.

The research was a three-year investigation of the role and impact of Early Years Professionals on their settings and on practitioners’ career development and aspirations through two national surveys of EYPs and case studies based in 30 early years settings across England. The survey asked practitioners to rate the impact of gaining EYPS across a number of skills, dispositions and understandings drawn from the EYPS standards. These range from developing their own knowledge and skills and those of colleagues through to working with children and parents and their use of observations to assess children’s cognitive and social development.

The overall responses are extremely positive across all six areas of the standards. The highest level of agreement (92 per cent) is in the area of their own knowledge and skills development, with lower levels of impact reported in the areas of observing children’s learning (74 per cent) and social development (73 per cent). (Hadfield M. , Waller T. 2011) In view of the above there is remarkable evidence that the EYPs have acquired the highest skills in their own delepment which is necessary to become a leader of change in any setting they find thelselves.

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Moss, P. (2010) ‘We cannot continue as we are: the educator in an education for survival’, Contemporary Issues in Early Childhood, 11 (1): 8–19. Kotter J. P. “Why Transformation Efforts Fail” Harvard Business Review (March-April 1995): 61 Kotter J. P. (1996) ‘Leading Change’ Harvard Business Press Hadfield M. , Waller T. (2011) ‘EYPs are a force for good’ University of Wolverhampton’s Centre for Development and Applied Research in Education. at http://www. nurseryworld. co. uk/news/1051102/Analysis-EYPs-force-good/ .

1. Draw on each of the elements of the cultural web to discuss how the culture at Heinz Australia has changed and is continuing to evolve under Widdows’ leadership. The Paradigm: ‘Going backward’, unprofitable business, very negative, low-risk, ‘punitive’ culture, lack of nurturing and support of staff, little encouragement of new ideas, and a complex organizational structure. Are the Assumptions/core beliefs of Heinz Australia before. Myths and Stories: staff morale was low and turnover unacceptably high, very negative, low- risk, and ‘punitive’ culture.

Symbols Aspects: Heinz Logo is known all over the world for their condiments and other food products. Mission and Vision statement that gives direction and goal in the businesss. Power Structure: It shows that Widdows have gained respect from the staffs, that which follows his authority. Organisational Structure: its hierarchical structure Control System: With the changes have made for their corporate culture, through being flexible by given the mutual respect and trust to the staff.

It shows that it doesn’t have to monitor every time. Rituals and routines: Showing an initiative concern for their staff, such health and wellbeing, giving free membership to the gym, health care programs and such. 2. Based on your cultural web audit, identify the key forces for and against change. The key forces against change is staff turnover unacceptably high, low risk and punitive culture. With this culture, it will be difficult for the new management to adopt to changes.

Moreover, Widdows as he pursued for transformational change when he became a Managing Director. It has change from negative to positive culture. 3. What appear to be the key strengths of the new culture? After the Widdows taking over as the new leadership, it helps the staff to enjoy by flexible working hours, have mutual respect and trust, ‘great place to work’ environment. Instead of being afraid to give new ideas, staffs are encouraged to share. 4. What aspects of the organization need to be monitored and sustained to nsure the organization does not slide back into the old ways of thinking and working? Continues providing of the new rewards and benefits system. Such as flexible working hours, free membership to the gym, health care, and others. More importantly the leaders of the organization should be in lined their purpose and objective with one another. Reference: Graetz, F. , Rimmer, M. , Smith, A. , & Lawrence, A. (2011). Managing Organisational Change (3rd Edition). Milton, QLD, John Wiley & Sons

Organizational culture refers to the kind of environment created by interaction of the employees of an organization at the workplace. It is determined by the employees’ past experiences, strengths, weaknesses, likes, dislikes and so on and it is represent an intricate pattern of individual attitudes, beliefs, views and ideas held by the members of an organization. Although the organization leaders are not involved in creating the organizational culture, they serve the role of defining it through their actions.

Organizational culture includes several issues such as the beliefs and norms shared by the majority, core values of the organization, the philosophy which serves as a guideline for the organization’s policies, the language, signs and signals using for communication in the organization, the rules and regulations which have to be followed for one to be successful in the organization and finally, the environment portrayed by the interaction of the employees, their employers and the society at large (Kim and Robert, 2005).

In this essay, the culture of my organization, Ottawa Hospital, is examined and discussed in detail. This analysis concentrates on the culture of the entire organization. Ottawa Hospital is a large teaching hospital affiliated to the University of Ottawa in Canada. It is provides high quality, comprehensive, primary, secondary and tertiary services to the residents of Eastern and North-Eastern Ontario. The hospital operates in both English and French and is governed by a Board of Governors who are volunteers from the affiliate university and other sectors of the surrounding community.

Apart from the normal hospital services offered at the Civic, River side and General campuses, the hospital further consists of two regional centers which specifically deal with cancer patients and a well established rehabilitation center. The motto of my organization is ‘Building a better hospital for the community’ and its future vision is to be recognized as the Academic Health Sciences Teaching center nationally.

The hospital has a mission of providing quality patient-centered health services for the residents of Eastern Ontario, providing many academic opportunities in fields related to medicine in affiliation with University of Ottawa and other community training organizations, partnering with research centers both locally and internationally in order to share knowledge on delivery of patient care facilities and finally, providing services in both English and French in order to meet the diverse needs of the entire community.

The Ottawa hospital has basic core values which are geared towards being compassionate, committed to offering quality services, working as a team and respecting every one in the community. The hospital puts into practice all these values in order to ensure that all the patients who seek their medical advice are given the best services possible. At this hospital, most of the workers are volunteers from different cultural and ethnic backgrounds who work hard to fulfill the core values put forward by the hospital and focus on offering quality care to the patients and the community at large.

For one to work in this organization, a lot of willingness, selflessness, self commitment and a genuine desire to help people is necessary. Volunteers acquire valuable experience which they can apply in real life or in other job in future. In addition, they are eligible to get various complementary benefits from the organization such as free parking, free shuttle services to and from the hospital, participation at the special events and a recommendation letter from the hospital on completion of the voluntary term.

Apart from voluntary opportunities, the hospital also offers many employment opportunities with various benefits. For new employees, there are formal orientation programs, training and career advancement opportunities, an enticing compensation package and an over whole allowance and benefits program. This helps to motivate the employees to work harder add it also helps the hospital to maintain its quality standards. It demands all the employees to have a caring and commitment attitude when handling people and ensure their well being.

In return for this, the hospital offers a challenging and motivating working environment for all its employees and in addition, it rewards them with good benefits. The best performing employees are rewarded financially and psychologically through the employee award program As a requirement by the hospital, all new employees are required to produce a criminal record obtained from the Ottawa police unit. This is because the hospital only seeks to employ morally and ethically upright people in order to maintain the strong ethical culture of the organization.

The organizational culture advocates for commitment, a sense of responsibility, strong team-work among all the employees and giving quality services with respect to all the employees, patients and the entire community. Any behavior which goes against this culture is considered to be deviant because it can be detrimental to the reputation and the organizational goals. The value of a strong team-work is strongly upheld in the hospital and this gets things done very fast especially in emergency cases.

My organization is faced with many challenges and crises ranging from mental health crisis, rape cases, emergency cases as well as other work related crisis. To address this, the hospital has a 24hr working system which ensures that the patients get attention whenever the need arises. The employees are also given accommodation nearby and free transport facilities for convenience purposes. In addition, the hospital has guidance and counseling facilities which offer help to the victims of rape, patients suffering from chronic diseases and so forth.

When faced by crisis such as shortage of workers, the employees work hard as a team to cover up the gaps and ensure that all the patients get the necessary attention. Other crisis such as financial problems and drug shortages encountered are solved through fundings from well wishers and the affiliate university. The hospital is highly dependent on well wishers, volunteers, donors and fund raisers who support it through time and money resources.

According to my organization’s culture, these people are recognized as the hospital’s heroes and they are honored annually through community based special events and through the Ottawa Hospital Foundation. The employees in my organization are aware of the importance of obeying the organization’s core values and cooperating with each other in their work because any negative attitude or disobeying any of the values may cost somebody’s life. This strong culture has enabled my organization to earn a good reputation nationally as well as internationally and it continues to give hope to the sick and the suffering.