MGMT90018 Managing Behaviour in Organisations

How MGMT90018 is assessed

The current Subject Guide controls the three weights and examination format. This guide does not repeat its explicit absence statement; students should confirm all current pass rules in the live LMS.

What MGMT90018 covers

Read Job Performance and Workplace Behaviour as the foundation, Perceptions and Attitudes as the main change in method, and Leadership, Power and Organisational Culture as the final application of the course.

It is positioned as Graduate management subject.

The subject moves from individual behaviour into group and organisational systems, with case analysis, consultancy and an integrative examination requiring different forms of application.

Assessment in MGMT90018 is distributed as follows: Critical case analysis paper 20%; group consultancy project 30%; end-of-semester examination 50%.

The operational assessment conditions matter here.

The current Subject Guide describes a three-hour, 2000-word in-campus digital examination covering the subject content; confirm the exact sitting and permitted materials in the live LMS and timetable.

What makes MGMT90018 demanding is concrete: Students must diagnose behaviour at the correct individual, team or organisational level and turn theory into an intervention whose mechanism, stakeholders and unintended effects can be tested.

Hurdle status must be confirmed in the live LMS before relying on the aggregate mark.

For enrolment planning, Confirm current prerequisite and enrolment rules in the University of Melbourne Handbook or live enrolment system.

Read Job Performance and Workplace Behaviour as the foundation, Perceptions and Attitudes as the main change in method, and Leadership, Power and Organisational Culture as the final application of the course.

Coverage note: detailed LMS teaching pages cover the opening weeks;

the later topic sequence is mapped by the current Subject Guide and its assigned readings.

Worked example · free

Integrated practice: resolve the changed evidence

Key terms

Job Performance

The value of employee behaviours that contribute to organisational goals within the defined role and context.

Task Performance

Behaviour that directly supports the production of goods, services or core role outputs.

Citizenship Behaviour

Discretionary behaviour that supports the social and psychological environment in which core work occurs.

Trust

A willingness to accept vulnerability based on positive expectations about another partys intentions or behaviour.

Organisational Justice

Perceived fairness in outcomes, procedures, interpersonal treatment and the information used to explain decisions.

Ethical Decision

A workplace choice evaluated through duties, consequences, stakeholder effects and standards of conduct.

Stress Appraisal

An interpretation of whether a situation is threatening, harmful or manageable relative to available resources.

Job Demand

A physical, cognitive or emotional work requirement that consumes sustained effort.

Coping Resource

A personal, social or organisational support that helps meet demands or recover from strain.

Personality Trait

A relatively stable pattern of thought, feeling and behaviour used to describe differences among people.

Personal Value

An enduring belief about desirable conduct or outcomes that influences priorities and judgement.

Person-Situation Interaction

The joint effect of individual characteristics and situational cues on behaviour rather than an effect attributed to either alone.

MGMT90018 FAQ

Questions students ask in each MGMT90018 chapter

What belongs in the structure used to classify workplace behaviour before explaining its performance consequence?

Classify workplace behaviour before explaining its performance consequence. The opening materials distinguish forms of workplace behaviour and connect them to performance and commitment. The value of employee behaviours that contribute to organisational goals within the defined role and context. Chapter 01 · Job Performance and Workplace Behaviour

Where should the reasoning begin when students diagnose how fairness and ethical conduct shape willingness to accept vulnerability?

Diagnose how fairness and ethical conduct shape willingness to accept vulnerability. The week links trust, justice and ethics as related but distinct explanations of workplace judgement and behaviour. Chapter 02 · Trust, Justice and Ethics

Which links need evidence when students connect job demands and appraisal to strain, coping and wellbeing?

Connect job demands and appraisal to strain, coping and wellbeing. The week separates stressors, appraisal, strain, coping and wellbeing rather than treating stress as one undifferentiated condition. Chapter 03 · Stress and Wellbeing

What should a reader look for to interpret individual differences without turning traits into fixed predictions?

Interpret individual differences without turning traits into fixed predictions. The current schedule places personality and values before motivation and assigns current textbook and hybrid-work readings. Chapter 04 · Personality and Values

What has to line up before students can match a motivation account to the job conditions and behaviour that need to change?

Match a motivation account to the job conditions and behaviour that need to change. The schedule links motivation theory to the design of a motivating work environment and an applied work-motivation reading. Chapter 05 · Motivation and Work Design

Why is it important to separate observed behaviour from the perception and attribution used to explain it?

Separate observed behaviour from the perception and attribution used to explain it. The current schedule combines perceptions and attitudes and assigns readings on attitudes, perception and mistaken assumptions about worker passion. Chapter 06 · Perceptions and Attitudes

Where should the reasoning begin when students diagnose resistance through incentives, identity, capability and organisational systems?

Diagnose resistance through incentives, identity, capability and organisational systems. The schedule assigns organisational change and readings that challenge false alignment and communication-only approaches to culture change. Chapter 07 · Organisational Change

Which links need evidence when students connect decision traps to conflict diagnosis and interest-based negotiation?

Connect decision traps to conflict diagnosis and interest-based negotiation. The schedule sequences decision-making traps before conflict and negotiation, supporting a combined diagnosis of judgement and interaction. Chapter 08 · Decision Making, Conflict and Negotiation

What evidence would allow a student to evaluate team design through coordination, participation and information use?

Evaluate team design through coordination, participation and information use. The schedule joins group decision-making, team characteristics, diversity and psychological safety in the later subject sequence. Chapter 09 · Teams, Diversity and Psychological Safety

What must be brought together to integrate leader behaviour, power relations and cultural systems in an organisational diagnosis?

Integrate leader behaviour, power relations and cultural systems in an organisational diagnosis. The closing schedule places leadership, power and influence beside organisational culture and conclusion. Chapter 10 · Leadership, Power and Organisational Culture

How to study for the exam

Diagnose changed organisational cases at multiple levels, compare interventions on the same criteria, and retrieve theory through mechanisms rather than isolated labels.

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