Unit convenor and teaching staff |
Unit convenor and teaching staff
Professor
Robert Spillane
Contact via +61 (2) 9850 8995
Block Class: 21-22 April, 4-6 May 2018
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MBA or MMgmt or PGCertMBAExt or GradCertMgtPostMBA or GradDipMgt
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit aims to promote an understanding of diverse psychological perspectives and research findings on the practice of management. Human behaviour in the Australian workplace is analysed by comparing and contrasting four psychological perspectives: psychoanalysis, behaviourism, dispositionalism and existentialism. Topics include personality, motivation, occupational stress, mental health and counselling. Of special relevance is an analysis of individual differences which includes a critical evaluation of the role and use of psychological tests in management.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Marking criteria for assessments will be made available in class/iLearn
Name | Weighting | Hurdle | Due |
---|---|---|---|
Group Presentation | 25% | No | In-class TBA |
Group Report | 25% | No | 14 May 2018 by 5pm |
Individual Theoretical Essay | 50% | No | 28 May 2018 by 5pm |
Due: In-class TBA
Weighting: 25%
Students will be allocated to study groups in the first session. Each group will select an influential psychologist to study and discuss in class. Each group will have up to 45 minutes to lead a class discussion. At least 15 minutes should be devoted to a question and answer period which will be conducted by the group.
Visual aids may be used to a maximum of 10 slides per presentation.
Students will be assessed on their individual performance – content and presentation.
Each group will select an influential psychologist from the following;
Alfred Adler – Individual psychology
Eric Berne – Transactional analysis
Albert Ellis – Rational-emotive therapy
Erik Erikson – Developmental theory
Viktor Frankl – Logotherapy
Erich Fromm – Humanistic psychoanalysis
William Glasser – Reality therapy
Karen Horney – Psychosocial theory
Carl Jung – Analytical psychology
George Kelly – Personal constructs
Lawrence Kohlberg – Moral developmental theory
Rollo May – Existential therapy
George Herbert Mead – Social interaction
Frederick Perls – Gestalt therapy
Carl Rogers – Person-centred therapy
Harry Stack Sullivan – Interpersonal therapy
Joseph Wolpe – Behaviour therapy
Questions to be answered in the presentation (and group report) are:
1. Why did you select this psychologist?
2. Which theoretical perspective does this psychologist endorse?
3. How have the ideas of this psychologist been applied in the community?
4. What are the strengths and weaknesses of this psychologist’s perspective?
5. What can managers learn from this psychologist?
Due: 14 May 2018 by 5pm
Weighting: 25%
This is a written summary of each group’s presentation after taking into consideration issues and/or criticism raised in the class discussion.
Length: 2000 words maximum
Format: Double-spaced, name of group members, and number of words in report.
To be submitted electronically at iLearn (Turnitin Plagiarism Submission)
No extensions will be granted. There will be a deduction of 10% of total marks for the report for each 24 hour period or part thereof that the submission is late. This penalty does not apply for cases in which an application for disruption of studies is made and approved.
Due: 28 May 2018 by 5pm
Weighting: 50%
TOPIC: Select ONE essay topic from the following:
1. What basis is there for the claim that psychology is a science? In what ways does it fail to be one?
OR
2. A central issue in psychology is the degree to which personal conduct is determined by internal and external factors beyond one’s control. Discuss critically the arguments for and against psychological determinism drawing examples from the following psychological perspectives: psychoanalysis, behaviourism and existentialism.
OR
3. Discuss critically the concept of psychological perspective (e.g. psychoanalysis, motivation, personality, behaviourism, existentialism). How might managers decide which psychological perspectives are relevant for the practice of management?
NOTE: The purpose of the theoretical essay is to provide students with the opportunity to develop and demonstrate their argumentative skills. The essay is not intended to be a descriptive account of course material or regurgitation thereof. It is intended to be an exercise in argumentation which demonstrates students’ grasp of the relevant material and their ability to argue for and/or against specific aspects of it.
The essay will be assessed against five equally-weighted criteria:
- Expression: spelling, punctuation, syntax;
- Description: clarity, continuity, substance;
- Argument: clarity, validity
- Relevance: to topic;
- Research: use of appropriate material.
Length: 2000 words maximum (excluding bibliography).
Format: Double-spaced, name of student, and number of words in essay.
To be submitted electronically at iLearn (Turnitin Plagiarism Submission).
No extensions will be granted. There will be a deduction of 10% of total essay mark for each 24 hour period or part thereof that the essay is late. This penalty does not apply for cases in which an application for disruption of studies is made and approved.
Required text
Robert Spillane, Psychomanagement: An Australian Affair, Sydney: GOKO Publishing, 2017. ISBN 978-1613399033
MGSM ILEARN
The web page for this unit can be found at: https://ilearn.mq.edu.au/login/MGSM
Important Information
1) It is compulsory that students attend the first two sessions of this unit.
2) Students may not record sessions without the permission of the lecturer.
Classes
Dates: Block Class: 21-22 April, 4-6 May 2018
This unit will be presented in a block format. Dates of teaching are:
Session |
Date |
Topics |
Readings* |
1 |
21 April 2018 |
Psychoanalysis |
Folder |
2 |
22 April 2018 |
Motivation |
PM: Chs. 1-4 |
3 |
4 May 2018 |
Personality |
PM: Chs. 5-6 |
4 |
5 May 2018 |
Behaviourism |
PM: Chs. 7-9 |
5 |
6 May 2018 |
Existentialism |
Folder |
*PM = Robert Spillane, Psychomanagement: An Australian Affair, Sydney: GOKO Publishing, 2017.
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
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Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
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Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Leadership: The psychology of leadership is briefly discussed.
Global mindset: Cross-cultural differences are discussed.
Citizenship: The ethical implications of the practice of psychology are discussed.
Creating sustainable value: Values are analysed from various psychological perspectives.
The interactive environment of the classroom is central to the MGSM experience. Students are required to attend the full duration of all classes for the units in which they are enrolled. We recognise that exceptional circumstances may occur, such as unavoidable travel on behalf of your organization or the serious illness or injury of you or a close family member.
Special consideration may be given for a maximum of 20% non-attendance for such circumstances as long as lecturers are contacted in advance, and supporting documentation provided, to request exemption from attendance. Failure to abide by these conditions may result in automatic withdrawal, with academic and/or financial penalty. The full Student Attendance Policy is published in the MGSM Student Handbook at https://students.mgsm.edu.au/handbook
The content of this unit is provided for educational purposes only and no decision should be made based on the material without obtaining independent professional advice relating to the particular circumstances involved.