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IOP3705/101/3/2018

Tutorial Letter 101/3/2018 Organisational Development

IOP3705

Semesters 1 and 2

Industrial and Organisational Psychology

IMPORTANT INFORMATION

Please register on myUnisa, activate your myLife e-mail address, and make sure that you have regular access to the myUnisa module website (IOP3705-2018-S1/S2) as well as your group website.

BARCODE

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CONTENTS

Page

1 INTRODUCTION .............................................................................................................. 4

1.1 Study material .................................................................................................................. 4

2 PURPOSE AND OUTCOMES .......................................................................................... 4

2.1 Purpose ............................................................................................................................ 5

2.2 Outcomes ......................................................................................................................... 5

3 LECTURERS AND CONTACT DETAILS ........................................................................ 8

3.1 Lecturers .......................................................................................................................... 8

3.2 Department ...................................................................................................................... 8

3.3 University ......................................................................................................................... 9

4 RESOURCES ................................................................................................................... 9

4.1 Prescribed book ............................................................................................................... 9

4.2 Recommended books ..................................................................................................... 10

4.3 Electronic reserves (e-Reserves) .................................................................................... 10

5 STUDENT SUPPORT SERVICES ................................................................................. 14

5.1 Contact with fellow students: Study groups .................................................................... 14

5.2 Online support for IOP3705: myUnisa and discussion forums ........................................ 14

5.2.1 myUnisa ......................................................................................................................... 14

5.2.2 Discussion forums .......................................................................................................... 14

6 STUDY PLAN ................................................................................................................ 16

7 PRACTICAL WORK AND WORK-INTERGRATED LEARNING .................................... 20

8 ASSESSMENT ............................................................................................................... 20

8.1 Assessment plan ............................................................................................................ 20

8.2 Assignment numbers ...................................................................................................... 22

8.2.1 General assignment numbers ......................................................................................... 22

8.2.2 Unique assignment numbers .......................................................................................... 22

8.3 Submission of assignments ............................................................................................ 23

8.4 The assignments ............................................................................................................ 24

8.4.1 Assignments for Semester 1 ........................................................................................... 24

8.5 Other assessment methods ............................................................................................ 37

8.6 The examination ............................................................................................................. 37

8.6.1 The examination period .................................................................................................. 38

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8.6.2 Previous examination papers ......................................................................................... 38

8.6.3 Format of the examination paper .................................................................................... 38

9 FREQUENTLY ASKED QUESTIONS ............................................................................ 38

10 SOURCES CONSULTED ............................................................................................... 39

11 IN CONCLUSION ........................................................................................................... 39

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1 INTRODUCTION Dear Student, Welcome to the module Organisational Development (IOP3705). We trust that you will find the module interesting, meaningful and enriching, and that it will be of practical value to you in both your personal life and work situation. This tutorial letter contains important information about your study programme. Please read it carefully before you start your studies for this module and always keep it close at hand. Please remember that IOP3705 is a semester module. You will write examination in May/June (first semester) or October/November (second semester). Start studying as soon as possible! You will have to work hard during the semester but with the necessary motivation and a regular study programme, you should be able to look back on another successfully completed module at the end of the semester. Please read the booklet Study @ Unisa and study Tutorial Letter IOPALL/301 carefully as it contains important information that will not be repeated. 1.1 Study material You will receive the following study material:

Study guide for IOP3075

This tutorial letter (101/3), Tutorial Letter IOPALLA 301 and Tutorial Letter 201

Note: Some of this study material may not be available when you register. Study material that is not available when you register will be posted to you as soon as possible, but is also available on myUnisa. You can download the material as soon as you have registered on myUnisa. It is very important to register on myUnisa and use the internet regularly. Students must be registered on myUnisa to be able to submit assignments, have access to the Library functions, download study material, “chat” to their lecturers and fellow students, participate in online Discussion Forums and get access to all sorts of learning resources.

2 PURPOSE AND OUTCOMES Organisations function in complex and dynamic environments, and various forces (economic, political and environmental) are exerted on them. These forces create a great deal of uncertainty, which led to the emergence of organisational development (OD) as a field of study in industrial psychology.

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Cummings and Worley (2016) define OD as:

Change management is a structured approach to shifting/transitioning individuals, teams and organisations from a current state to a desired future state. It is an organisational process aimed at empowering employees to accept and embrace changes in their current business environment. In essence, OD is a planned system of change involving the following:

Planned. OD is a long-range approach to improving organisational performance and efficiency. It avoids the usual "quick fix".

Organisation wide. OD focuses on the total system.

Managed from the top. To be effective, OD must have the support of top management. They have to model it, not just espouse it. The OD process also needs the buy-in and ownership of workers throughout the organisation.

Increased organisational effectiveness and health. OD is tied to the bottom line. Its goal is to improve the organisation and make it more efficient and more competitive by aligning the organisation's systems with its people.

Planned interventions. After proper preparation, activities called interventions are used to make system-wide, permanent changes in the organisation.

Use of behavioural science knowledge. OD is a discipline where research and experience are combined to understand people, business systems and their interactions.

2.1 Purpose This module has a dual purpose. Our aim is to enable you to do the following when you have completed this module: (1) Demonstrate basic competencies (knowledge, skills and value orientations) in the

theory and practice of OD that will enable you to make a positive contribution to your organisation, your team and the broader community.

(2) Explore OD as a potential career by providing you with opportunities to assess your mastering of desirable OD consultant competencies.

2.2 Outcomes The content of the study guide has been divided into four sections. After mastering the study material for this module, you should be able to achieve the following learning outcomes.

a system-wide application and transfer of behavioral science knowledge to the

planned development, improvement, and reinforcement of the strategies,

structures, and processes that lead to organizational effectiveness.

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SECTION I: GENERAL INTRODUCTION TO AND OVERVIEW OF OD

Study unit 1: General introduction to OD Chapters 1 & 2 (Cummings & Worley 2009) Chapters 1 & 2 (Cummings & Worley 2015)

Describe the concept of organisational development.

Provide an overview of the history of OD.

Compare the different theories of planned change.

Identify and describe the different steps of a general model of planned change.

Critique the concept of planned change.

Study unit 2: The OD practitioner Chapter 3 (Cummings & Worley 2009) Chapter 3 (Cummings & Worley 2015)

Determine the competencies of an effective OD practitioner.

Outline the role of OD practitioners.

Give an overview of the appropriate values of OD practitioners.

Describe the ethical conduct of OD practitioners.

SECTION II: THE PROCESS OF PLANNED CHANGE

Study unit 3: The entering and contracting process Chapter 4 (Cummings & Worley 2009) Chapter 4 (Cummings & Worley 2015)

Describe the different steps of entering into an OD relationship.

Explain three key areas to be covered in the contracting phase.

Discuss personal issues associated with successfully entering into an agreement.

Give an illustration or a practical application of this phase in an organisational context.

Study unit 4: Diagnosing organisations, groups and jobs Chapters 5 & 6 (Cummings & Worley 2009) Chapter 5 (Cummings & Worley 2015)

Describe the concept of diagnosis.

Explain the need for diagnostic models to guide the OD process.

Determine the characteristics of open systems.

Describe a comprehensive model for diagnosing organisational systems.

Explain the group diagnostic model.

Describe individual job level diagnosis.

Study unit 5: Collecting and analysing diagnostic information Chapter 7 (Cummings & Worley 2009) Chapter 6 (Cummings & Worley 2015)

Establish a diagnostic relationship with a client.

Provide an overview of the data collection and feedback cycle.

Compare the four different methods of data collection.

Describe sampling and its importance in gathering valid diagnostic data.

Explain the concept of data analysis.

Differentiate between the different techniques for analysing data.

Study unit 6: Feedback on diagnostic information Chapter 8 (Cummings & Worley 2009) Chapter 6 (Cummings & Worley 2015)

Identify and explain the characteristics of effective feedback data.

Identify and explain the characteristics of successful feedback processes.

Describe the survey feedback process.

Describe the limitations of survey feedback.

Summarise the research results of survey feedback.

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SECTION II: THE PROCESS OF PLANNED CHANGE

Study unit 7: Designing interventions Chapter 9 (Cummings & Worley 2009) Chapter 7 (Cummings & Worley 2015)

Explain the meaning of an effective OD intervention.

Describe the contingencies related to the change situation.

Explain the contingencies related to the target of change.

Provide an overview of the various types of OD interventions.

Explain three levels of organisation that OD interventions primarily affect.

Study unit 8: Leading and managing change Chapter 10 (Cummings & Worley 2009) Chapter 8 (Cummings & Worley 2015)

Describe activities contributing to effective change management.

Explain how leadership is linked to change activities.

Study unit 9: Evaluating and institutionalising change Chapter 11 (Cummings & Worley 2009) Chapter 9 (Cummings & Worley 2015)

Discuss the evaluation of OD interventions.

Provide a framework for the institutionalisation of OD interventions.

SECTION III: OD INTERVENTIONS

Study unit 10: Approaches to human process interventions Chapter 12 (Cummings & Worley 2009) Chapter 10 (Cummings & Worley 2015)

Describe coaching as an example of individual change programmes.

Describe process consultation as a change intervention.

Describe teambuilding as an OD intervention.

Study unit 11: Organisation process interventions Chapter 13 (Cummings & Worley 2009) Chapter 11 (Cummings & Worley 2015)

Describe the confrontation meeting as an organisation process approach to change.

Compare the different approaches to improve intergroup relations.

Discuss the use of large-group interventions.

SECTION IV: STRATEGIC CHANGE

Study unit 12: Organisation transformation Chapter 20 (Cummings & Worley 2009) Chapter 18 (Cummings & Worley 2015)

Identify and discuss the characteristics of transformational change.

Describe culture change as a strategic change intervention.

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3 LECTURERS AND CONTACT DETAILS 3.1 Lecturers Your lecturers for IOP3705 are Dr Jeremy Mitonga-Monga and Ms Busisiwe Mahlangu. Please do not hesitate to contact us if you feel uncertain about anything in the study material or if you experience difficulties with your studies. We are here to help you and give support where we can, but it is your responsibility to contact us in good time. Experience has shown that students’ eventual success depends greatly on their willingness to contact us when they need direction or support. The general contact details for the Department of Industrial Psychology’s helpdesk are:

E-mail Telephone Fax

[email protected] +27 12 429 8033 +27 12 429 8054

+27 12 429 8368

Lecturer availability The lecturer for this module will be available to take phone calls on academic matters and/or to attend to students who may prefer to visit personally for academic engagement. However, the days and times of lecturer’s availability will be communicated in the module page on myUnisa. These days and times are subject to change from time to time in order to accommodate the lecturer’s work schedule and other commitments. The changes on the days and times will be communicated by the lecturer in advance through the announcement option on myUnisa as and when this happen. Students are advised to check the module page on myUnisa before making phone calls or visiting the lecturer’s office for academic enquiries/engagements. All queries that are not of a purely administrative nature but are about the content of this module should be directed to the module leader and lecturers. Please have your study material with you when you contact us. If you wish to communicate with us by post, address your letters to: The Module Leader (IOP3705) Department of Industrial and Organisational Psychology PO Box 392 Unisa 0003 Note: Do not send your assignments directly to the lecturers. 3.2 Department The department is situated on the 3rd level of the AJH van der Walt Building on Unisa’s main campus. If you are uncertain about anything or have any queries, please contact the helpdesk.

mailto:[email protected]

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3.3 University To contact the university, follow the instructions in the brochure Study @ Unisa. Remember to have your student number available whenever you contact the university. When you write to a lecturer, please include your student number to enable the lecturer to help you more effectively.

Physical address: University of South Africa Preller Street Muckleneuk Pretoria Online address: http://www.unisa.ac.za

4 RESOURCES

4.1 Prescribed book There is ONLY ONE prescribed book for this module.

Authors: Cummings, TG & Worley, CG (2009) Title: Organization development and change Edition: 9th edition Publisher: South-Western Cengage Learning ISBN-13: 9780324580532/ISBN-10: 0324580533

OR

Authors: Cummings, TG & Worley, CG (2015) Title: Organization development and change Edition: 10th edition Publisher: Cengage Learning ISBN-13: 9781133190455/ISBN-10: 1133190456

Please refer to the list of official booksellers and their addresses in Study @ Unisa. The prescribed book can be obtained from the university’s official booksellers. If you have difficulty finding the book at these booksellers, please phone the Prescribed Books Section at 012 429 4152 or e-mail them at [email protected].

http://www.unisa.ac.za/

mailto:[email protected]

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4.2 Recommended books There are no recommended books for this module. 4.3 Electronic reserves (e-Reserves) There are no e-Reserves for this module. 4.4 Developing your graduateness as a Unisa student

The discipline-specific knowledge that you will gain from your studies for this module will enable you to develop a fundamental knowledge base of psychological processes in the work context that will contribute to the improvement of interpersonal work relationships and organisational effectiveness. However, you will realise in the course of your studies that increasing internationalisation; the growing proportion of knowledge-intensive work; increasing use of rapidly evolving information technology; and a new organisation of work based on global networks, teams and multicultural diversity have all extended the range of capabilities needed in professional work. The general expectation is that a Unisa graduate will have developed as a person and acquired – in addition to her or his discipline-specific knowledge – skills and competencies, broader attributes that equip him or her to be innovative and effective in the workplace, and that he or she is an active and informed citizen. Unisa generally expects its graduates to have distinctive graduate qualities that characterise their graduateness. These qualities are included in the following statement on the graduateness of a Unisa student (Unisa Curriculum Policy 2010:13 & 14). Unisa graduates (i) are independent, resilient, responsible and caring citizens who are able to fulfil and

serve in multiple roles in their immediate and future local, national and global communities

(ii) have a critical understanding of their location on the African continent with its histories, challenges and potential in relation to globally diverse contexts

(iii) are able to critically analyse and evaluate the credibility and usefulness of information and data from multiple sources in a globalised world with its ever-increasing information and data flows and competing worldviews

(iv) know how to apply their discipline-specific knowledge competently, ethically and creatively to solve real-life problems

(v) are critically aware of their own learning and developmental needs and future potential As a student in the Department of Industrial and Organisational Psychology, you are part of the College of Economic and Management Sciences (CEMS). CEMS aims to create graduates who are responsible, accountable, relevant and ethical (RARE) citizens in every community where they live and work. In support of Unisa’s statement on its students’ graduateness, CEMS focuses on imparting to its students (in addition to the discipline-specific knowledge of a course or module) a specific set of generic transferable meta-skills and personal attributes (generally referred to as graduateness skills and attributes) that transcend disciplinary-specific outcomes. These skills and attributes help students to become competent and professional graduates who have the potential to make sustained positive contributions to society, their professions and their workplaces.

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The CEMS framework of graduateness skills and attributes addresses three holistic overarching attributes that are regarded as important transdisciplinary enabling outcomes of university education: (1) scholarship (students’ attitude or stance towards knowledge, the way they think and work, and the tools they use to work effectively), (2) global citizenship (students’ attitude or stance towards the world and living in the world), and (3) lifelong learning (students’ attitude or stance towards themselves and living in the world).

As scholars, graduates should be leaders in the production of new knowledge and understanding through inquiry, critique and synthesis. They should be able to apply their knowledge to solve consequential and complex problems, and communicate their knowledge confidently and effectively.

As global citizens, graduates must aspire to contribute to society in a full, meaningful, ethical and responsible way through their roles as members of local, national and global communities.

As lifelong learners, graduates must be committed to and capable of continuous learning with the purpose of furthering their understanding of the world and their place in it.

The CEMS generic transferable meta-skills and personal attributes form an integral part of the generic critical cross-field outcomes listed by the South African government as learning outcomes that are relevant throughout life for all South African citizens. As an integral part of the CEMS framework of graduateness skills and attributes, these generic learning outcomes enable graduates to continue to be proactive, enterprising learners who are flexible and able to adapt to change throughout their careers and professional lives. Apart from helping you to develop the required applied competences outlined in the purpose statement of the module, the learning and assessment activities have been designed to enable you to develop the graduateness skills and attributes expected from a CEMS graduate. Developing and applying the graduateness skills and attributes by completing the various learning and assessment activities will help you to master the disciplinary-specific learning outcomes and applied competences specified for this module. While studying, doing your assignments or implementing theory in the work situation, you should try to be constantly aware of your effectiveness in displaying and using the applied competencies listed above in the purpose statement and the graduateness skills and attributes summarised in the table below. This will give you a broader understanding of your own skills and acquired effectiveness as a Unisa graduate.

CEMS generic transferable meta-skills and personal attributes:

Interactive skills: These skills relate to (1) the effective and efficient use of the English language and technology when communicating with others and (2) the ability to function effectively and efficiently as a person when communicating and interacting with people from diverse cultures, backgrounds and authority levels.

Problem-solving and decision-making skills: These skills relate to being creative and proactive in the process of finding a solution to a recognised but often ill-defined problem or problematic and complex situation.

Continuous learning orientation: This involves being cognitively open to lifelong learning and willing to proactively engage in acquiring new knowledge, skills and abilities throughout one’s life and career in reaction to and anticipation of changing technology and performance criteria.

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Enterprising skills: These skills involve being adventurous, applying critical thinking and initiative, and being proactive when engaging in economic activities or undertakings either to create or operate an enterprise of one’s own or to be a substantial contributor to an enterprise as an employee. Being enterprising also means that one is able to recognise and is adept at dealing with organisational or team politics.

Presenting and applying information skills: These skills refer to the ability to clearly and convincingly communicate knowledge, facts, ideas and opinions (oral and written) in order to offer solutions to problems (either for one’s personal benefit or for the benefit of one’s community or workplace).

Goal-directed behaviour: This refers to the ability to be proactive and apply initiative to achieve one’s goals, accomplish tasks or meet deadlines. Setting realistic goals, developing plans and taking action to achieve one’s goals, accomplish tasks and meet deadlines are core elements of goal-directed behaviour.

Ethical and responsible behaviour: This involves accepting full responsibility for and taking the lead in upholding the code of moral beliefs and values of one’s profession, community and/or workplace.

Analytical thinking skills: Analytical thinking implies being able to employ logic, reasoning and analysis in competently explaining information and data, and being able to draw insightful conclusions from this data analysis.

The diagram below (Figure 1) is an excellent representation of the type of graduate we would like you to be. In a global knowledge-based economy and society, employers’ perceptions about the quality of graduates from higher education institutions such as Unisa, their employability and general work readiness increasingly influence graduates’ transition into employment. Your employability as a graduate is an important aspect of your overall graduateness. It relates to your subjective career and involves a sense of self-directedness or personal agency in retaining or securing a job or form of employment based on a set of personal career-related attributes and dispositions generally promoted by employers and researchers as an alternative to job security in an uncertain employment context. In this module, you will learn more about these employability attributes. As shown in the figure below, developing your graduateness skills and attributes will provide you with the tools necessary to be regarded as a valuable employee or candidate in the 21st-century world of work. Research has shown that graduates’ graduateness significantly predicts their employability.

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Figure 1: Student graduateness skills and attributes (Holtzhausen 2011)

CURRICULUM, TEACHING, LEARNING & ASSESSMENT DESIGN

GRADUATENESS

STUDENT CENTRED

Scholarship Lifelong Learning

Global Citizen

Interactive

Problem-solving & Decision-making

Presenting & Applying Information

SKILLS & ATTRIBUTES

Continuous Learning Orientation

Enterprising

Goal-directed

Ethical & Responsible

Analytical Thinking Skills

EMPLOYABILITY

R A R E

Re

spo

nsib

le

Acco

un

table

Resp

on

sive

Ethical

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5 STUDENT SUPPORT SERVICES For information on the various student support systems and services available at Unisa (for example student counselling, tutorial classes and language support), please consult Study @ Unisa.

5.1 Contact with fellow students: Study groups It is advisable to have contact with fellow students. One way to do this is to form study groups. The addresses of students in your area may be obtained from the following department: Directorate: Student Administration and Registration PO Box 392 UNISA 0003

5.2 Online support for IOP3705: myUnisa and discussion forums 5.2.1 myUnisa If you have access to a computer that is linked to the internet, you can quickly access resources and information at the university. The myUnisa learning management system is Unisa's online campus where you can communicate with your lecturers, with other students and with the administrative departments of Unisa – all through the computer and the internet. To go to the myUnisa website, start at the main Unisa website (http://www.unisa.ac.za) and click on the Login to myUnisa link on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my.unisa.ac.za. Please consult Study @ Unisa for more information on myUnisa.

5.2.2 Discussion forums We will follow a blended learning approach in this module. This means that you will receive a study guide and other paper-based resources, but there is also an online component where you can participate in discussion forums and access additional resources. Online participation in this module is voluntary and students who do not or cannot participate will not be penalised. Benefits of online participation Everyone gets an equal opportunity to state his or her views and share experiences. As students, you will become part of a learning community and will get the opportunity to develop and improve the following skills:

technological skills, such as using the internet and the online campus, accessing resources electronically, using e-mail and attaching files electronically

communication skills, such as expressing your thoughts in written form and writing in an academically acceptable manner

critical thinking and problem-solving skills, such as substantiating your viewpoints and supporting them with research

lifelong learning skills, which entail becoming an independent lifelong learner by managing your time so that you regularly participate in discussion forums

http://www.unisa.ac.za/

http://my.unisa.ac.za/

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reflective thinking and self-evaluation skills, because many online discussion activities will require you to reflect on what you are studying and researching and to share this with others

The discussion topics on our discussion forums are directly related to critical issues linked to the learning outcomes and assessment activities. In this module, we also use discussion forums to create opportunities for improved communication and collaborative learning. What you can expect from your lecturers Remember that the online discussion forum is not the same as an e-mail/letter to the lecturer or a chatroom. For this module, we will use the online discussion forum for academic purposes. There are other pages on the Unisa website where you can ask questions relating to administration ─ not on our discussion forum! The discussions will be based on topics related to the module which you will receive either from the lecturers or from others involved in the module. You will be able to reply to their messages and the subject line will be connected. We will give you more instructions about this on the discussion forum. Note: The online discussion forum cannot be used for personal e-mails or letters to your lecturers. This means that we will not answer each and every message with a personal reply. Online discussion forums are more like class discussions in a face-to-face classroom, where the lecturer asks a question and several students can answer. The lecturer then comments at the end, or if there is a problem and so on. Purpose of online discussion forums for this module The discussion forum provides you with opportunities to

discuss and clarify critical issues in the subject area

share experiences and ideas with peers and lecturers

solve problems collaboratively

debate topical issues

raise critical questions about the topic under discussion

find out the most recent developments in the subject area

get immediate feedback on assignments

access additional resources for this module

access additional links related to other topics in this subject/discipline

Online resources We realise that, as a distance education student, you cannot always visit the library to search for information. Therefore, we have created a space for online resources on the module website which you can access whenever you need to do this. On this site, you will find the following:

electronic copies of study guides and tutorial letters

a direct link to the library

PowerPoint presentations

summaries of contact sessions

summaries of discussion forums

links to other websites

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How to get onto the web page Unisa’s online learning system is called myUnisa. The web address for myUnisa is https://my.unisa.ac.za. The first time when you access this website, you will be required to complete a joining procedure and allocate yourself a password. Look for the Join myUnisa link on the web page. Note that you cannot join myUnisa without a functional e-mail address. Make sure that you verify all your details carefully when you complete the joining procedure. Once you have joined successfully, you will be able to access information about all your modules once you have registered. There will also be a helpdesk to help you with any problems you might have about how to get to the online module pages. If you really CANNOT go online We realise that some students who have registered for this module may not have any or regular access to a computer or the internet. If you really cannot access the internet to join the online discussion forums, we will make alternative arrangements. However, as a registered student for this module, it is advisable that you access myUnisa and the module site at least several times a month during the semester.

The Unisa Library The librarian who is responsible for the information needs of the Department of Industrial and Organisational Psychology is: Mélanie Malan [email protected] Tel: +27 12 4293595 Fax2email: +27 86 659 8536 Unisa Library login You will be required to provide your login details (your student number and your myUnisa password) to access the library’s online resources and services. This will enable you to

view or print your electronic study material

request library material

view and renew your library material

use the library’s e-resources

6 STUDY PLAN Please start to study early and work through the material systematically. Your work programme consists of more than simply completing and submitting assignments. You have to work through all the study material and complete the activities in the study guide. The due dates of the assignments should give you enough time to work through the relevant literature and prepare for the examination. If you stick to the timeframe, you will not need to cram the night before the examination. We believe that by using a work schedule, you can structure your learning activities. The following is a suggested schedule; please adapt it to suit your needs.

https://my.unisa.ac.za/

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WORK SCHEDULE – Activities per week (more or less from 1 February for Semester 1

or from 1 July for Semester 2)

Check when completed

√

Notes (for example

contact lecturer/speak to peer/tutor/go to

library)

Week 1

Read and understand Tutorial Letter 101.

Read and understand Study @ Unisa.

Complete registration for myUnisa.

Week 2

Read Study Unit 1: General introduction to OD. Read Study Unit 2: The OD practitioner.

Complete the exercises in Study Units 1 and 2 in the study guide. Study Chapters 1, 2 and 3 in the prescribed book. Study all the prescribed parts of the study guide. Complete all the activities. Answer the test-yourself questions.

Log in to myUnisa to check for

important new messages

additional discussions

additional resources

Week 3

Read Study Unit 3: Entering and contracting process.

Complete the exercises in Study Unit 3 in the study guide. Study Chapter 4 in the prescribed book. Study all the prescribed parts of the study guide. Complete all the activities. Answer the test-yourself questions.





Week 4

Read Study Unit 4: Diagnosing organisations, groups and jobs.

Complete the exercises in Study Unit 4 in the study guide. Study Chapters 5 and 6 in the prescribed book. Study all the prescribed parts of the study guide. Complete all the activities. Answer the test-yourself questions.





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√

Notes (for example

contact lecturer/speak to peer/tutor/go to

library)

Week 5

Read Study Unit 5: Collecting and analysing diagnostic information. Read Study Unit 6: Feedback on diagnostic information.

Complete the exercises in Study Units 5 and 6 in the study guide. Study chapters 7 and 8 in the prescribed book. Study all the prescribed parts of the study guide. Complete all the activities. Answer the test-yourself questions.





Week 6

COMPLETE AND SUBMIT ASSIGNMENT 01. Check the due date of the first assignment. Make sure that you complete all the questions according to the required standards. Make sure that you submit on time!

Week 7 – FIRST ASSIGNMENT DUE!

Week 8

Read Study Unit 7: Designing interventions. Read Study Unit 8: Leading and managing change.

Complete the exercises in Study Units 7 and 8 in the study guide. Study Chapters 9 and 10 in the prescribed book. Study all the prescribed parts of the study guide. Complete all the activities. Answer the test-yourself questions.





Week 9

Read Study Unit 9: Evaluating and institutionalising change.


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√

Notes (for example

contact lecturer/speak to peer/tutor/go

to library)

Week 10

Read Study Unit 10: Approaches to human process interventions. Read Study Unit 11: Organisation process interventions.

Week 10

Complete the exercises in Study Units 10 and 11 in the study guide. Study Chapters 12 and 13 in the prescribed book. Study all the prescribed parts of the study guide. Complete all the activities. Answer the test-yourself questions.





Week 11

Read Study Unit 12: Organisation transformation.






Week 12

COMPLETE AND SUBMIT ASSIGNMENT 02. Check the due date of the second assignment. Make sure that you complete all the questions according to the required standards. Make sure that you submit on time!

Week 13 – SECOND ASSIGNMENT DUE!

Week 14

REVISION Do Assignment 03 as part of your revision. Work through previous examination paper questions as part of your revision. Make notes of important information in the study units and revise for the examination.

CHECK AND CONFIRM THE DATE AND VENUE OF THE IOP3705 EXAMINATION.

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√

Notes (for example

contact lecturer/speak to peer/tutor/go

to library)

Week 15

REVISION

Study for the examination: o Study answers to previous examination

questions that you worked out previously.

o Study the answers in feedback Tutorial Letter 201.

o Study the answers to Assignment 03 that you worked out previously.

o Study any revision notes on the study units.

CHECK AND CONFIRM THE DATE AND VENUE OF THE IOP3705 EXAMINATION.

7 PRACTICAL WORK AND WORK-INTERGRATED LEARNING There is no practical work for this module.

8 ASSESSMENT 8.1 Assessment plan The assessment plan includes two compulsory assignments for Semesters 1 and 2. We recommend that you also complete Assignment 3 (self-assessment) so that you cover the entire module and get practice in answering different types of questions.

Examination admission Note: To enable you to benefit fully from our tuition and assessment, the Unisa management decided to introduce at least two compulsory assignments for all modules. The compulsory assignments are different for Semester 1 and Semester 2, and you must ensure that you do the assignment set for the semester for which you are registered. Your mark for the assignments will not influence your examination admission. However, your marks for each of the two compulsory assignments will contribute 50% towards your year mark (out of 20%), which will be added to your examination mark. Please see the following box.

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How will this work in practice? FINAL MARK = YEAR MARK + EXAMINATION MARK

Your year mark, which will be based on the average mark you obtained for the two compulsory assignments (each contributes 50%), will contribute 20% and your examination mark will contribute 80% to your final mark for this module. The combined weighted average of your year mark and examination mark must be 50% or higher for you to pass the module. However, you must obtain a minimum of 40% in the examination regardless of your year mark. If you obtain less than 40% in the examination, you will fail the module. For example: Assignment marks of = 70% and 70% = 140/2= 70% 20% of the assignment marks = 14% Examination mark = 50% 80% of the examination mark = 40% Final mark = (20% assignment marks) + (80% examination mark) = 14% + 40% = 54%

Remember that the better your assignment marks, the better your year mark. For example 80% = 16 year mark and 30% = 6 year mark. It is therefore imperative that you do well in both assignments to obtain the benefit of good marks added to your examination mark. Please ensure that your assignments reach the Department of Student Assessment Administration (Assignments) at Unisa on time. If your assignments are not submitted on time, you will not gain examination admission and you will not obtain a year mark. Answering essay-type assignment questions When you answer essay-type questions, it is important that you use the prescribed material. No marks will be given for facts that are correct but unrelated to the prescribed material or the question – thus it is important to read the questions carefully and answer what is asked. It is always good if you structure your answers to essay questions as follows:

Give a short introduction and conclusion.

Use paragraphs.

Use headings and subheadings.

Number points/answers/headings/subheadings where possible – which make it easier for examiners to give marks because they do not have to go and search for the facts.

Try not to leave large open spaces or open pages.

Make sure the details on your assignment cover are correct. Some students are uncertain about the length of an answer. The length of an answer depends on the type of question – a very general guideline is that you should give a fact for every mark allocated:

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If a question counts 10 marks (for example), give 10 facts. A fact is not just one word; answer in full sentences.

Always give examples when asked for examples.

In the case of “name-only” questions, only name and number the answers or statements.

5-mark questions can be answered on half a page to one page.

10-mark questions can be answered on one and a half to two pages.

15-mark questions should not be longer than three pages.

Note: If you will hand in a handwritten assignment, write legibly ─ otherwise it is difficult to give marks.

Answering multiple-choice assignment questions Many students find multiple-choice questions difficult to answer. Your task is to identify the correct answer (that is, the best answer from the options given). Always read the answer options carefully instead of jumping to the conclusion that a particular one must be the best option. Do not rely on being able to answer multiple-choice questions correctly merely by recognising the correct answer. You can identify the correct answer by studying a multiple-choice question as though it is a short answer or essay test. Feedback on Assignments 01, 02 and 03 will be in the form of guidelines as Tutorial Letter 201 after the closing dates of the assignments. 8.2 Assignment numbers 8.2.1 General assignment numbers The assessment plan consists of two assignments for Semesters 1 and 2.

8.2.2 Unique assignment numbers

The unique numbers of the assignments are:

ASSIGNMENT NUMBER FIRST SEMESTER

SECOND SEMESTER

UNIQUE NUMBER UNIQUE NUMER

Assignment 01 784162 712515

Assignment 02 722144 715489

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The due dates for the submission of the assignments are:

ASSIGNMENT NUMBER FIRST SEMESTER

SECOND SEMESTER

DUE DATE DUE DATE

Assignment 01 Compulsory – provides examination admission and constitutes 10% of your year mark

12 March 2018 31 August 2018

Assignment 02 Compulsory – provides examination admission and constitutes 10% of your year mark

09 April 2018 03 October 2018

Assignment 03 (self-assessment)

Not compulsory – complete but do not submit

8.3 Submission of assignments

You have to complete the assignments and submit it either by post or electronically via myUnisa. For detailed information on and the requirements for the assignments, see Study @ Unisa. The assignments should be addressed to: Department of Student Assessment Administration (Assignments) PO Box 392 UNISA 0003 To submit an assignment on myUnisa:

Go to myUnisa.

Log in with your student number and password.

Select the module.

Click on Assignments in the menu on the left-hand side of the screen.

Click on the number of the assignment that you want to submit.

Follow the instructions. Remember to indicate the unique number of the assignment. NOTE: No extension will be granted to submit assignments. The due dates have been set in compliance with the academic planning dates of the university and allow adequate time for the preparation and technical completion of assignments.

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8.4 The assignments 8.4.1 Assignments for Semester 1

COMPULSORY WRITTEN ASSIGNMENT 01 FOR SEMESTER 1 (For examination admission and 50% of year mark out of 20) Due date: 12 March 2018 Unique number: 784162 BASED ON STUDY UNITS 1, 2, 4, 6 and 8 IN THE STUDY GUIDE Note: You may submit the assignment before its due date but it will not be marked

before the due date.

CASE STUDY Read the following case study carefully and answer the questions that follow.

Daniel Ndowe recently joined a consulting firm in Johannesburg as an organisational development (OD) consultant. He believed that the company could offer him a great opportunity to learn, especially since the chief executive officer, David Djese, had several years of experience and is an expert in OD. The firm was expanding rapidly and getting new clients. A few weeks after starting at the firm, Daniel had to arrange a meeting with his first client, a small manufacturing company. David told him: “I’ve met with the client. They are important and this is potentially a great opportunity for us. They need assistance with some long-term strategic planning since they recently acquired another plant and added new products. You’ll be meeting with the president for an initial discussion.” As Daniel prepared for the initial meeting, he examined the client’s financial records, annual report, trends in the industry and thought about the issues David had identified. When Daniel walked into the meeting, he was greeted by an entire management team! They expressed eagerness to start working on the important issue of improving the business’s key processes and felt an expert in continuous quality improvement such as Daniel was exactly what they needed. Daniel was bombarded with questions about quality, cutting costs and technical details. The internal OD consultant also questioned Daniel on how he thought the changes in the organisation could be implemented. He felt totally overwhelmed. Nothing that David had said about the issues facing the company was discussed and, worse, it was clear that he had sold him to them as an expert in continuous quality improvement. Daniel avoided a disastrous meeting by proposing that the management team first provide him with some information about the history of the organisation and that they should meet again the following week. When Daniel confronted David, he said: “These people don’t really know what they need! These are buzzwords – but if continuous quality improvement is what they want, you’ll give it to them!”

QUESTION 1 (a) Planned change can differ greatly from one organisation to another. Discuss the four

activities involved in the general model of planned change and say whether you think these activities were adhered to in the above scenario. (12)

(b) Describe the differences between the external consultant and the internal consultant at each stage of the general model of planned change. (8)

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(c) In the case study, Daniel was confronted with several issues. Explain the ethical dilemmas that OD practitioners encounter and indicate the ethical issues applicable in the case study. (5) [25]

QUESTION 2 (a) Based on the open-systems theory, organisations can be diagnosed at three levels.

Discuss the inputs, design components and outputs that underline diagnosis at the organisational level. (10)

(b) Change can generate deep resistance in people and in organisations, making it difficult to implement organisational improvements. Discuss three major strategies for dealing with resistance to change. (6)

(c) The most important step of the diagnostic process is to provide feedback on the diagnostic information to the client organisation. Discuss nine properties of effective feedback data. (9)

TOTAL: [50]

COMPULSORY MULTIPLE-CHOICE ASSIGNMENT 02 FOR SEMESTER 1 (For examination admission and 50% of year mark out of 20) Due date: 09 April 2018 Unique number: 722144 BASED ON ALL THE STUDY UNITS IN THE STUDY GUIDE Note: You may submit the assignment before its due date but it will not be marked before

the due date.

Please complete the mark-reading sheet according to the instructions on the sheet.

Please indicate the unique number for IOP3705: 722144.

1. The following are included in the definition of organisational development (OD)

except that OD _____.

1) is concerned with planned change

2) is based on behavioural science knowledge

3) encompasses strategy, structure and process changes

4) is change management

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2. The following are the “stems” of OD except _____.

1) laboratory training

2) environmental analysis

3) action-research survey feedback

4) participative management and quality of work life

3. The design components of organisation-level diagnosis consist of __________.

1) personal characteristics

2) structure

3) group norms

4) organisation design

4. At an individual level, fit represents the alignment between __________.

1) the inputs and design components of groups

2) the organisation design and the group design

3) job design and personal characteristics

4) the group design and the environment

5. The major inputs of group-level diagnosis consist of __________.

1) organisation design

2) task structure

3) goal clarity

4) performance norms

6. A diagnostic relationship is ultimately based on __________.

1) the time taken to create the relationship

2) trust

3) mutual influence

4) goal congruence

7. Observations can be particularly helpful in diagnosing ______.

1) organisation structure

2) organisational control structures

3) interpersonal relations

4) performance appraisal systems

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8. Data analysis is usually guided by the __________.

1) client system

2) organisation

3) conceptual model underlying a diagnosis

4) type of data collected

9. Which one of the following is true about interventions?

1) They are derived from strong “causal” relationships.

2) Only a few interventions have been subject to evaluative research.

3) They always have a great impact on some sort of organisational functioning.

4) None of the above.

10. Interventions mainly strive to change __________ an organisation.

1) the cultural context of

2) specific features of

3) the external environment of

4) the number of people in

11. The following are part of the five activities of effective change management except

__________.

1) diagnosing issues

2) creating a vision

3) motivating change

4) developing support

12. Understanding how an intervention is progressing is an example of __________

feedback.

1) intervention

2) implementation

3) evaluation

4) personal

13. The following are strategies for dealing with resistance to change except _______.

1) empathy and support

2) the diagnosis of resistance

3) communication

4) participation and involvement

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14. The results of teambuilding can be classified into three main areas except ______.

1) the results specific to only one individual

2) the results specific to the group’s operation

3) the results affecting the group’s relationships

4) the results specific to one or more individuals

15. The most common focus of teambuilding activities is behaviour that is related to

_______.

1) leadership skills

2) organisation structure

3) group processes

4) individual performance

16. The following are process consultation interventions except ________.

1) agenda setting

2) feedback on observations

3) group norms and growth

4) coaching

17. Which of the following is not characteristic of reengineering?

1) It involves a fundamental rethinking of the work.

2) The vertical disaggregation of the structure.

3) The radical redesign of business processes.

4) It is associated with downsizing and work redesign.

18. Evaluation provides information to __________.

1) assess the long-term results of OD interventions

2) implement change programmes

3) assess an organisation’s normal functioning

4) 1 and 2

19. The following are parts of the definition of organisational culture except_______.

1) basic assumptions on how organisational problems should be solved

2) norms guiding how members behave

3) values that identify what is important in the organisation

4) products and services supplied to customers

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20. The competing values approach views culture as a _______.

1) resolution of value dilemmas

2) search for the right set of values

3) fight among groups for the best culture

4) simple clarification of what is important

21. One of the ethical dilemmas the OD practitioner experiences concerns __________.

1) lack of training

2) the misuse of data

3) improper diagnosis

4) personality conflict

22. Group effectiveness is __________.

1) an output at the group level

2) a design component at the job level

3) an output at any level of the open-systems model

4) a design component at the group level

23. As the quality-of-worklife (QWL) movement evolved, it fostered a new phase of activities

known as _______.

1) large group interventions 2) reward system changes 3) employee involvement 4) teambuilding

24. Establishing a “diagnostic relationship” refers to __________.

1) getting to know the clients one-on-one

2) regularly meeting organisational members

3) clarifying expectations between relevant organisational members and the

consultant

4) gathering data with organisational members

25. Group-level diagnosis focuses on _______.

1) inputs, task variety and outputs

2) the job design of a larger organisation

3) goal clarity, task structure, group composition, group functioning and

performance norms

4) human resources, structure, culture and measurement systems

TOTAL: [25]

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NON-COMPULSORY ASSIGNMENT 03: SELF-ASSESSMENT (Complete but do not submit – use the feedback tutorial letter for self-assessment) BASED ON STUDY UNITS 1, 2, 7 AND 12 IN THE STUDY GUIDE

QUESTION 1 Compare and contrast Lewin’s change model, the action research model and the positive model. Conclude your discussion by describing the strengths and weaknesses of these models. (25) QUESTION 2 Describe the competent OD practitioner and briefly discuss the basic skills and knowledge that all OD practitioners should have to be effective. (10) QUESTION 3 Give an overview of the different types of intervention and provide examples of each type. (12) QUESTION 4 Briefly discuss the three approaches that OD consultants use to diagnose organisational culture. (3)

TOTAL: [50]

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8.4.2 Assignments for Semester 2

COMPULSORY WRITTEN ASSIGNMENT 01 FOR SEMESTER 2 (For examination admission and 50% of year mark out of 20) Due date: 31 August 2018

Unique number: 712515

BASED ON STUDY UNITS 3, 5, 7 AND 8 IN THE STUDY GUIDE

Note: You may submit the assignment before its due date but it will not be marked before the due date.

CASE STUDY

Read the following case study carefully and answer the questions that follow.

Café Brie is a restaurant on a university campus for students who purchase “meal plans” as well as cash-paying customers. Recently, Café Brie experienced various problems relating to interpersonal relationships and relations between groups. Examples include poor communication and decision making, dysfunctional conflict and ineffective group relations. Drew, Café Brie’s manager, contacted the Association for Professional OD practitioners (APOD) for assistance in solving the problems. After interviewing possible candidates and requesting references from clients, Drew contracted Amy from OD Solutions Ltd. Drew described the situation at Café Brie and i to gain a clearer perspective on organisational issues, Drew and Amy reached an agreement to gather preliminary data. After several days, data was collected by means of the Organisational Culture Assessment Questionnaire. Various students as well as full-time and temporary employees participated in the process. After the data collection, the consultants from OD Solutions Ltd used various methods to analyse the data ranging from simple descriptive statistics (such as means, standard deviations and frequency distributions) to more sophisticate multivariate analysis. During this process, the consultants had to make sense of the data collected and determine the purpose and design of a feedback session with their conclusions and recommendations. During the feedback session, OD Solutions Ltd proposed various types of change programmes to address the challenges experienced at Café Brie, including process consultation and teambuilding.

QUESTION 1 Entering an organisation system is one of the more difficult aspects of OD. Discuss the different steps of entering into an OD relationship. Was this sequence of activities followed in the case study? Substantiate your answer with relevant examples. (15) QUESTION 2 There are four major techniques for gathering diagnostic data. Identify and discuss the data collection method used in the case study. Conclude your discussion by describing the primary strengths (advantages) and weaknesses (potential problems) of using this particular data collection method. (10)

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QUESTION 3 Techniques for analysing data include qualitative and quantitative tools. Briefly distinguish between qualitative and quantitative data analysis techniques, and indicate which technique was used in the case study. (5) QUESTION 4 Define the term “intervention” and describe the major type of planned change (intervention) Amy should implement at Café Brie to address the problems mentioned in the case study. (5) QUESTION 5 The diversity of practical advice for managing change can be organised into five major activities. Identify and discuss the five activities that contribute to effective change management. (15)

TOTAL: [50]

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COMPULSORY MULTIPLE-CHOICE ASSIGNMENT 02 FOR SEMESTER 2 (For examination admission and 50% of year mark out of 20) Due date: 3 OCTOBER 2018

Unique number: 715489

BASED ON ALL THE STUDY UNITS IN THE STUDY GUIDE

Note: You may submit the assignment before its due date but it will not be marked before the due date.

Please complete the mark-reading sheet according to the instructions on the sheet and indicate the unique number for IOP3705: 715489.

1. Which of the following statements forms part of the definition of organisational development

(OD)?

1) OD applies to the entire system.

2) OD is based on knowledge of behavioural science.

3) OD encompasses changes in strategy, structure and process.

4) All of the above.

2. Strategic change interventions involve improving _______.

1) the relationship between organisational strategy and the economic environment

2) the organisation’s relationship with its environment

3) the fit between the organisation’s technical, political and cultural systems

4) all of the above

3. Which theory of planned change serves as the foundation for appreciative inquiry?

1) The Positive model.

2) The Action research model.

3) Lewin’s change model.

4) The Strategic change model.

4. When dealing with an under-organised organisation, the steps taken by the action

researcher in the process of change are ___________.

1) identification, convention, organisation and evaluation

2) identification, feedback, action and evaluation

3) definition, convention, action and evaluation

4) identification, action, convention and evaluation

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5. One of the ethical dilemmas of the OD practitioner concerns _______.

1) the misuse of data

2) personality conflict

3) improper diagnosis

4) lack of training

6. Which of the following is generally correct about OD practitioners?

1) They use OD principles in their profession.

2) They may have a common set of humanistic values.

3) They have similar training, skills and knowledge.

4) All of the above.

7. The following are “core” skill of an OD practitioner except ________.

1) intrapersonal skills

2) general-consultation skills

3) interpersonal skills

4) financial-management skills

8. The process of entering a client system consists of _______.

1) clarifying the issue, determining the relevant client and selecting a practitioner

2) agreeing that the client has a problem and determining the appropriate action plan

3) walking around and getting a sense of the culture

4) clarifying the issue, mapping political processes and negotiating with the client

9. The following are steps of the contracting process except __________.

1) determining what each party wants from the OD process

2) estimating the time and resources that will be devoted to the OD process

3) determining the project that will bring about change

4) determining the ground rules for working together

10. The open systems model has the following properties: _______.

1) inputs, transformations and outputs

2) contribution, training and outputs

3) diagnosis, feedback and change

4) alignment, structure and measurement

11. Diagnostic models incorporate _______.

1) scientific models of how organisations function

2) conceptual frameworks of how organisations function

3) intuitive “hunches” of how organisations function

4) all of the above

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12. At an individual job level, fit represents alignment between _______.

1) the inputs and design components of groups

2) the organisation design and the group design

3) job design and personal characteristics

4) group design and the environment

13. Group-level diagnosis examines _______.

1) inputs, human resources, task variety, organisational culture and industry structure

2) the job design and structure of a larger organisation

3) goal clarity, task structure, group composition, group functioning and performance

norms

4) human resources, structure, culture and measurement systems

14. Establishing a diagnostic relationship refers to _______.

1) the consultant getting to know the client one-on-one

2) regular meetings between the consultant and relevant organisational members

3) clarifying expectations between relevant organisational members and the consultant

4) gathering data with relevant organisational members

15. Observations can be particularly helpful in diagnosing _______.

1) organisational structure

2) organisational control structures

3) performance appraisal system

4) interpersonal relations

16. The assumption underlying the use of survey feedback in OD is that surveys _______.

1) can provide feedback to the organisation and be used to initiate change

2) are the quickest way to collect data

3) enable one to collect a great deal of data to be used only by the management

4) and their responses are very accurate and easy to interpret

17. Which of the following is most likely to produce change after feedback on diagnostic data?

1) The feedback process creates resistance and anxiety in members of the organisation.

2) The feedback creates no energy to change among members.

3) Organisational processes support turning energy into action.

4) Formal organisational structures exist.

18. Which of the following are true about OD interventions?

1) They are derived from strong “casual” relationships.

2) Only a few interventions have been subject to evaluative research.

3) They always have a great impact on organisational functioning.

4) None of the above.

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19. The following are types of OD interventions except _________ interventions.

1) human processes

2) strategic

3) techno-structural

4) management style

20. Diagnosis helps OD practitioners to ________.

1) address the sequence of change activities

2) evaluate effective change interventions

3) gather information necessary to design change interventions

4) create positive change actions and results

21. The following are considered strategies for dealing with resistance to change except

__________.

1) avoiding conflict

2) making change information available and salient

3) including members in planning and implementing change

4) practising active listening

22. The following are results of teambuilding except__________.

1) affecting the group’s operation

2) being specific to only one individual

3) affecting the group’s relationships

4) Being specific to one or more individuals

23. The most common focus of teambuilding activities is behaviour related to ____________.

1) leadership skills

2) organisational structure

3) group processes

4) individual performance

24. The competing values approach views culture as ________.

1) the resolution of value dilemmas

2) a search for the right set of values

3) a fight among groups for the best culture

4) simple clarification of what is important

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25. Which of the following is not a characteristic of transformational change?

1) triggered by environmental disruptions

2) systemic and revolutionary

3) driven by management

4) triggered by patterns of assumptions

TOTAL: [25]

NON-COMPULSORY ASSIGNMENT 03: SELF-ASSESSMENT (Complete but do not submit – use the feedback tutorial letter to self-assessment) BASED ON STUDY UNITS 1, 4, 8 AND 9 IN THE STUDY GUIDE

QUESTION 1 Once it is determined that changes have been implemented and are effective, attention is directed at institutionalising the changes. Illustrate and discuss a framework for identifying the factors and processes that contribute to the institutionalisation of OD interventions. (25) QUESTION 2 Distinguish between organisational development (OD), change management and organisational change. (10) QUESTION 3 Based on the open-systems theory, organisations can be diagnosed at three levels. Discuss the inputs, design components and outputs that underline diagnosis at the organisational level. (10) QUESTION 4 Once organisational changes are under way, explicit attention must be directed to sustaining energy and commitment to implement them. Identify and briefly discuss the five activities that can help to sustain momentum for carrying change through to completion. (5)

TOTAL: [50]

8.5 Other assessment methods There are no other assessment methods for this module.

8.6 The examination For general information and the requirements as far as examinations are concerned, see Study @ Unisa.

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8.6.1 The examination period

This module is offered in a semester period of 15 weeks. This means that if you are registered for the first semester, you will write the examination in May/June 2018; the supplementary examination will be written in October/November 2018. If you are registered for the second semester, you will write the examination in October/November 2018; the supplementary examination will be written in May/June 2019. During the semester for which you are registered, the Examination Section will provide you with information about the examination in general, the examination venue and the examination date.

The pass mark for this module is 50%. If you do not pass and are admitted to the supplementary examination, you will be able to rewrite the examination in the next semester. If you fail, you will have to register again for this module. This tutorial letter will also apply to the next semester. The assignment questions are an indication of the types of questions that can be asked in the examination. Although some assignment questions may be included, the majority of examination questions will be new. We want to encourage you to study thoroughly and with insight, and not merely to memorise answers to speculative questions. 8.6.2 Previous examination papers Previous examination papers are available to students on myUnisa. However, we advise you not to focus on these examination papers only, as the content of the modules – and therefore of the examination papers – changes from year to year. You may, however, accept that the type of questions that will be asked in the examination will be similar to the questions asked in the activities in the study guide and in the assignments. 8.6.3 Format of the examination paper The composition of the examination paper will be as follows:

Total number of marks: 75 Pass mark: 50% Duration: 2 hours Section A: Multiple-choice questions [25 marks] Section B: Paragraph questions (case study) [25 marks] Section C: Paragraph questions (a choice between questions) [25 marks]

Tutorial letter with information on the examination To help you in your preparation for the examination, you will receive a tutorial letter that will explain the format of paper and set out clearly what material you have to study for the examination.

9 FREQUENTLY ASKED QUESTIONS Study @ Unisa contains an A–Z guide on the most relevant study information.

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10 SOURCES CONSULTED IOP 3705 Module Online, Authors: Cummings, TG & Worley, CG (2009). Organization development and change. Edition: 9th edition: Publisher: South-Western Cengage Learning. Cummings, TG & Worley, CG (2015). Organization development and change Edition: 10th edition. Publisher: Cengage Learning

11 IN CONCLUSION We wish you all the best with your studies and hope that you will find this area of industrial and organisational psychology a meaningful, challenging and fruitful learning experience. Please contact us without delay if you have any difficulty with your studies. Your lecturers Dr Jeremy Mitonga-Monga Ms Busisiwe Mahlangu

© UNISA 2018

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