Study Guide

Objective

This course provides in depth knowledge of organisational behaviour.
Course is Bachelor level studies.

Content

Students will become familiar with selected current topics in organizational psychology and will be able to apply them in their own work.

Content Students choose their desired themes. These themes may include the following:
• Individual, group, and supervisor behaviour and their impacts
• Encouragement, rewards, and skill development
• Motivation, learning
• Psychological safety
• Management roles and responsibilities in challenging or changing situations
• Workplace issues and problem resolution
• Foundations of job satisfaction

Location and time

The course can be completed at any time. The learning task is provided with instructions in Reppu, and it is submitted within the same platform. The submission will be evaluated within a month from the submission date. The assessment schedule may be influenced by the availability of teachers' free periods.

Teaching methods

The self-paced learning task is instructed in the online learning environment called in Reppu (key: welcome).

Evaluation scale

0 - 5

Assessment criteria, excellent (5)

• An excellent and commendable (grade 4 or 5) essay based on the set learning assignment completed by the student, is informative and comprehensive and covers all areas stipulated in the question/set assignment.
• All sources used in the learning assignment have been appropriately and visibly applied when answering and breaking down the set questions.
• The points of view presented by various sources have been evaluated, compared and joined to each other so that the central themes and concepts of the subject are fluently presented
• The text also contains your own thoughts, appropriately reasoned and justified, applications and criticism.
• The text is clearly divided up and progresses in a logical way ensuring that all the areas of the assignment have been equally covered.
• The source references have been recorded correctly and the general external appearance of the learning assignment is neat and well organised and edited.
• A grade 5 essay means that in addition to the above, the student has presented the issues and topics stipulated in the assignment/question set, in an original and creative way.

Assessment criteria, good (3)

• A grade 3 means that the student has written an essay that clearly presents the central theories and concepts of the topic covered, based on the set assignment/essay question.
• The learning assignment includes coverage of all sources, but the evaluation of the contents presented in the source information, the overall cohesiveness of the source information presented, and the comparison of sources is random and requires more thought.
• The text, though informative, is slightly unnatural (mechanical in nature), boring and based on summary and quotation. It only contains a little original thought.
• The source references may contain some inaccuracies
• As a whole, the essay has covered all topics and themes as stipulated in the question in an organised and cohesive way.

Assessment criteria, satisfactory (1)

Statements of evaluation grades 1 – 2
• An essay which superficially covers the set question or assignment in a disorganised fashion will be evaluated as satisfactory (grade 2) in a learning assignment.
• Source coverage will be erratic, relying on a single source in detail and leaving other sources out or only covering them sketchily.
• The essay almost totally lacks a combination of information, comparison and critical thought.