ORGANISATIONAL PSYCHOLOGY SECTION in the SCHOOL OF MANAGEMENT STUDIES BUS3002F: ORGANISATIONAL WELLNESS, HEALTH AND SAFETY & ORGANISATIONAL

LEARNING

BUS3002F
ORGANISATIONAL LEARNING & ORGANISATIONAL WELLNESS, HEALTH AND SAFETY ESSENTIAL INFORMATION 2013
Course Convenor:
Ms Chao Nkhungulu Mulenga Room 4.27 Leslie Commerce Building Email: chao.mulenga@uct.ac.za

Lecturer Module 1: Organisational learning

Dr Suki Goodman Room 4.33 Leslie Commerce Building Email: Suki.goodman@uct.ac.za

Mr Kevin ODonoghue Room 6.30 Leslie Commerce Building Email: ODNKEV001@myuct.ac.za

Lecturer Module 2: Wellness Health & Safety (WHS)

Ms Chao Nkhungulu Mulenga Room 4.27 Leslie Commerce Building Email: chao.mulenga@uct.ac.za

Administrator:
Fazeela Felton (Room LC 4.34) Email: fazeela.felton@.uct.ac.za

Lecture times:
Monday, Tuesday, and Wednesday Period: 8th @ 16h00 1

Lecture venue:
Menzies 10

Course duration:
11 February 16 May 2013

BUS3002F Prescribed Textbooks

Module 1 Erasmus, B. J., Loedolff, P. V. Z., Mda, T, & Nel, P. S. (2009). Managing Training and Development in South Africa (5th ed.).Cape Town: Oxford University Press Southern Africa. Module 2 Leka, S. & Houdmont, J. (Eds.). (2010). Occupational Health Psychology. West Sussex: Wiley-Blackwell. Additional readers will be made available.

BUS3002F Learning Outcomes and Content

Learning Goals By the end of this module, students should have acquired the following senior level undergraduate academic skills: The ability to source theoretical evidence from books and relevant journals to substantiate an argument. The ability to present a defensible argument in tutorial discussions and written assignments. The ability to apply theoretical models discussed during the course to a practical case and assess the models applicability. The ability to reference according to the American Psychological Associations (APA) referencing guidelines.

Specific Module Objectives Module 1 Organisational Learning On completion of this module learners should be able to:

Develop a workplace skills plan in an assignment or tutorial. Construct a convincing argument that training and development contributes to an organisation achieving sustainable competitive advantage. Demonstrate the strength of your argument in an assignment. Design a training programme based on the principles of an appropriate learning theory in an assignment or test. Identify problems in the transference of training and how these can be overcome to create a more successful process. Compare the different techniques used by organisations to assess their training needs and demonstrate in test or exam.

Module 2 Wellness, Health and Safety (WHS) By the end of this module, you should be able to: Present an argument that WHS is beneficial for the promotion of well being at work. Demonstrate your argument in a written assessment. In a test or assignment, identify the legal framework which governs OHS in South Africa and discuss the different stakeholder responsibilities as laid down in these acts. Compare and contrast the different theories of work related stress in a written assessment. In a given case study, present a written recommendation for preventive and curative interventions that will promote well being at work.

BUS3002F Course Overview

Module 1 Organisational Learning (11 February 20 March)
In Module 2 you will be introduced to the exciting field of learning and training management in South Africa.

Conceptual Framework and Weekly Module Guideline

You will start learning about the various approaches to training to help you understand how training fits into the broader organisational context. We will then hone in on current training practices in South Africa and discuss key training-related legislation. We will spend some time studying the dominant learning theories and principles that inform training in the modern work organisation. Following this we will attempt to gain insight into how human resource practitioners and training specialists go about analysing and assessing training needs. Once training needs have been identified the task of designing and developing training programmes and interventions begin. We conclude by discussing the various modes of delivering (conducting) training programmes.

Week 1 & 2 The business case and setting the context

In week one students will be introduced to the field of training and development in general and the essence of learning in an organisation. In week two we will focus on dominant training practices in South Africa specifically focusing on the legislation. Guest Lecturer: Mrs Annemarie Christodoulou (Organisational Development Manager Human Resources: Santam) Date: 13 February Topic: Oganisational Learning and Change Management: International and national case studies

Required Reading
Erasmus et al., chapters 1 and 2 Vidal-Salazar, M.D., Hurtado-Torres, N. E., & Matas-Reche, F. (2011). Training as a generator of employee capabilities. The International Journal of Human Resource Management, 22, 1-18.

Week 3 & 4 Learning theories and principles

In week three several learning theories are explored. Students will learn to align learning principles to ensure that the learning outcomes and instructional objectives are met. Guest Lecturer: : Mrs Ginny Tredway (Senior Manager within the Deloitte Talent Team) Date: 20 February Topic: Oganisational Learning and Talent Management: A case of best practices

Required Reading
Erasmus et al., chapter 4 Noe, R.A. (2005). Employee Training and Development. Boston: McGraw-Hill. Chapter 4.

Week 5 Identification of training needs & training and development administration

The reliable identification of training needs is essential if you want to design and develop programmes that meet the developmental needs of employees.

Required Reading
Erasmus et al., chapters 5 and 3

Week 6 Designing, developing and delivering training programmes

During this week students will be taught how training programmes are designed and developed. The session will also focus on how one chooses an appropriate presentation technique as this is important for the successful delivery of training.

Required Reading
Erasmus et al., chapters 6 and 7

Grossman, R. & Salas, E. (2011). The transfer of training: What really matters. International Journal of Training and Development, 15(2), 103-120.

Module 2 Wellness, Health & Safety (02 April 16 March)

This module will introduce students to concepts of organisational wellness, health and safety. Students will be exposed to the field of Occupational Health Psychology and theories that can be used to address work related stress. Furthermore the course will cover the benefits of a sound Health and Safety systems. In this module we will investigate the relevant OHS legislation that pertains to the South African workplace and will assess the role of the HR practitioners in identifying preventive curative and corrective measures in dealing with WHS in the workplace.

Weekly Module Guideline Weeks 1 & 2 Chapter 1, 2, & 3

You will be introduced to the concepts of OHS, the theories of work stress and the role of the human resources (HR) practitioners in the promotion of well being at work and the South African OHS legislation.

Week 3 Chapter 4 & 5

We will discuss OHS interventions and the development of a positive WHS culture in organisations. Guest Lecturer: Margie Tainton HR Manager UCT HR Policy and Remuneration

Week 4 & 5 Chapter 6, 7, & 8

We will discuss OHS interventions and the development of a positive WHS culture Two guest presenters from the South African Police Service Wellness Programme

Week 6 Chapter 9 & 11

We will discuss the role of organisational psychologists in Health and Safety climate development and current trends in OHS.

GUEST LECTURERS
Guest lecturers are an integral part of both modules of this course. The material covered by guest lecturers is examinable during in class assessments, tests and the final examination. Details of guest lecturers will be announced during lectures.

BUS3002F Support Services

Tutorial meetings: All four tutorial meetings for this course are compulsory. They serve to enhance your overall learning experience. Many of the meetings will be experiential or applied in nature. You will not benefit unless you participate fully and help create a forum for the exchange of ideas and the application of principles. Information regarding meeting times and venues has been on Vula. Any queries concerning meeting times, groups or venues

should be directed to Mrs Fazeela Felton (Section secretary) in Room 4.34 of the Leslie Commerce Building. In exceptional circumstances only, she may be contacted on telephone 021-650 3778 or fax 021-689 7570. Her email address is fazeela.felton@uct.ac.za. Hot-Seat sessions: A hot-seat facility will operate throughout the semester. A hot-seat provides you with an opportunity to discuss individually any aspect of your learning tasks with the tutor of your choice. Hot-seat consulting times will be posted on Vula. Sessions will be at different times each day to ensure that you will have the opportunity to use this facility. The hotseat is in the Leslie Social Sciences Building, room LC6.28. Vula: The Vula course site will contain all relevant resources (course outline, additional readings, assignments etc). Please also make use of the various other functions on the site to get support, such as the Chatroom, the Q&A section and forums. Plagiarism (theft of intellectual property): Plagiarism is the theft of intellectual property. Plagiarism of any kind will not be tolerated. Any work copied directly (without appropriate referencing) from any book, article, or other students work, constitutes plagiarism. The University regards plagiarism as a very serious offence and strict disciplinary action will be taken against offenders by referring the case to the University Student Disciplinary Tribunal. Work that has been plagiarised will be awarded 0%.

BUS3002F Performance Evaluation

In BUS3002F, your performance will be evaluated in different ways: Written tutorial assignments (40%): TWO tutorial assignments EACH QUARTER (i.e. four
assignments, each counting 10% towards your final evaluation)

Class tests (20%): ONE written one-hour class test EACH QUARTER (each constituting 10% of
your final evaluation).

Examination (40%): Your final examination in June will last two hours and will constitute 40% of
your overall evaluation

You are responsible for confirming that posted results accurately reflect the mark you received.

BUS3002F Important Dates

Class tests
Two compulsory class tests will be written during the semester. All class tests are written under examination conditions, with strict adherence to exam rules. You should check the BUS3002F Vula announcements regularly as test times and venues may change. Please arrive at the venue at least 15 minutes prior to the start time of the test and ensure that you are seated in the test venue at least 5 minutes prior to the start time.

Module 1 Organisational Learning Test 1

Date: Time: Venue: 12 March 2013 17.00 to 18.00 Humanities Lecture Theatre 1

Module 2 Wellness, Health and Safety (WHS) Test 2

Date: Time: Venue: 30 April 2013 17.00 to 18.00 Leslie Social Sciences 2B and 2C

Tutorial Meetings 2013

Tutorial meeting 1: Tutorial meeting 2: Tutorial meeting 3: Tutorial meeting 4: In week of 25February In week of 11 March In week of 15 April In week of 29 April

Tutorial Assignments 2013

A document with information pertaining to tutorial preparation will be loaded onto the BUS3002F Vula site before each tutorial week. Please diarise the hand-in dates for the assignments, late submissions are penalised.
Assignment 1 due: Assignment 2 due: Assignment 3 due: Assignment 4 due: 04 March by 12:00 18 March by 12:00 22 April by 12:00 14 May by 12:00

Appeals and requests for a remark

You have the right to appeal the grade awarded by the marker of your assignments. If you are dissatisfied with your evaluation you should, in the first instance, approach the tutor who marked your assignment to discuss your grade. Remarks will only be considered within two weeks of the mark having been published on Vula. If you are still dissatisfied, you may then request the head tutor to remark your work. This request must be based on a clear argument, not simply because you are accustomed to getting higher marks. You should note that when a remark is agreed to, the entire assignment will be remarked. Moreover, a remark may result in a lower mark being given to the work if the lecturer concerned feels that this is justified. If you remain dissatisfied, you should discuss your concerns with the lecturer who will outline your options.

BUS3002F Tutorial Meetings, Assignments, & Tests

Approach your course convenor if you want to be excused from a tutorial meeting, miss a class test, or submit your assignment late. Do not approach your tutor. Consideration may be given to appeals based on medical, compassionate or sports related reasons. Students requiring an extension for an assignment, permission to write a make-up test or any other concession must submit the Request for extension form available on the Vula course site. All requests must be accompanied by appropriate supporting documentation (e.g., a valid medical certificate from a registered health practitioner). It is the students responsibility to conform to all the conditions of any extension granted by the course convenor. The submission of a request with or without supporting documentation does not imply that your request has been approved. In exceptional circumstances, you should make an appointment to discuss your request with the Course Convenor. Attendance at tutorial meetings: Attendance at all tutorial meetings is compulsory. Students are required to submit formal requests to be excused from a session of tutorial meetings. If you do miss a tutorial meeting, try attending a later tutorial meeting facilitated by your tutor or one of the less subscribed tutorial groups (typically those held late in the afternoon). Please note that you may only catch-up a missed tutorial meeting if the tutor agrees to let you join their tutorial. Remember that you are responsible for ensuring that the tutor records you as present. If you do attend a catch-up tutorial, you do not need to submit a request for extension form. If you arrive more than 10 minutes late or leave more than 10 minutes before the conclusion of a tutorial meeting, your tutor will note this. Class tests: Should you fail to attend a class test, you will receive "0", unless you have completed a request form indicating your wish to write a make-up test and have been granted permission to do so. It is your responsibility to inform yourself of the date of the make-up test. Assignments: Assignments must be submitted by 12:00 on the due date. Assignments must only be submitted on Vula in MS Word format. A student who does not seek permission for an extension but simply submits a late assignment will be penalised according to the following Section rules: o - 5% for late submission on day of hand-in (this constitutes 1 day late); o - 10% for two days late; o -15% for three days late. o Unauthorised late submissions that are more than 3 days late will not be marked but are required for duly performed (DP) purposes.

BU3002F Participation Requirements and LOAs

To maintain your membership in the BUS2014F class you need to demonstrate your participation in the following ways: 1. Obtain a forty percent (40%) coursework average. 2. Attend and participate in four tutorial meetings (if you have proof of late registration, you will be excused from tutorial meeting 1 only) 3. Submit all four written assignments 4. Write both class tests Please contact the course convenor or head tutor regarding any issues relating to your duly performed (DP) status. Leave of absence (LOA); If, for whatever reason, you are unable to participate in the course for an extended period, you are required to apply for an official leave of absence through your Faculty office.

BUS3002F Approach to Evaluation

In the interests of fairness, consistency and transparency marking criteria will be provided to you to with the assignment briefs or during your tutorial session. The list of criteria will be used as a guide but it is impossible to spell out all that may come up in a specific assignment question, so be open to different criteria and be willing to acknowledge different approaches and opinions when these are specified. You should also not become "locked" into this framework as the only framework for writing written assignments, so avoid