Shaping Behaviour and Strengthening Performance (11194.3)
Available teaching periods | Delivery mode | Location |
---|---|---|
View teaching periods | On-campus Online self-paced |
Bruce, Canberra |
EFTSL | Credit points | Faculty |
0.125 | 3 | Faculty Of Business, Government & Law |
Discipline | Study level | HECS Bands |
Canberra Business School | Level 3 - Undergraduate Advanced Unit | Band 4 2021 (Commenced After 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905) Band 5 2021 (Commenced Before 1 Jan 2021) |
Learning outcomes
After successful completion of this unit, students will be able to:1. Understand the theory and concepts of shaping behavior and strengthening performance in this field of study;
2. Interpret the characteristics of effective practices for shaping the behaviour and strengthening the performance of the workforce and outline their implications for employee wellbeing and effective individual and organisational performance;
3. Interpret the characteristics of effective practices for shaping the behaviour and strengthening the performance of the workforce and outline their implications for employee wellbeing and effective individual and organisational performance;
4. Understand the factors driving changes in the future of work and workforce (including inclusion, ICT and internationalization) and their implication for workforce Management; and
5. Describe industry-based research on shaping the behaviour and strengthening the performance of the workforce within selected organisational contexts.
Graduate attributes
1. ºÚÁϳԹÏÍø graduates are professional - employ up-to-date and relevant knowledge and skills1. ºÚÁϳԹÏÍø graduates are professional - communicate effectively
1. ºÚÁϳԹÏÍø graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. ºÚÁϳԹÏÍø graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. ºÚÁϳԹÏÍø graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. ºÚÁϳԹÏÍø graduates are professional - take pride in their professional and personal integrity
2. ºÚÁϳԹÏÍø graduates are global citizens - think globally about issues in their profession
2. ºÚÁϳԹÏÍø graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. ºÚÁϳԹÏÍø graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. ºÚÁϳԹÏÍø graduates are global citizens - communicate effectively in diverse cultural and social settings
2. ºÚÁϳԹÏÍø graduates are global citizens - make creative use of technology in their learning and professional lives
2. ºÚÁϳԹÏÍø graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. ºÚÁϳԹÏÍø graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. ºÚÁϳԹÏÍø graduates are lifelong learners - be self-aware
3. ºÚÁϳԹÏÍø graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. ºÚÁϳԹÏÍø graduates are lifelong learners - evaluate and adopt new technology
Prerequisites
11191 Managing Human Capital.Corequisites
None.Incompatible units
None.Assumed knowledge
Understanding of theory and practice in human capital and human resource management and the broad issues surrounding sustaining the employment relationship.Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
---|---|---|---|---|---|
2024 | Bruce, Canberra | Semester 1 | 05 February 2024 | On-campus | Dr Sidrah Asif |
2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | Online self-paced | Dr Sidrah Asif |
2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | On-campus | Dr Sidrah Asif |
Required texts
Hutchinson, S. (2013). Performance Management Theory and Practice, United Kingdom, Chartered Institute of Personnel and Development.
This scholarly text is accessible as an e-book from the library's catalogue and will be accessible via the Reading List Icon on the Unit Canvas site.
Students must apply academic integrity in their learning and research activities at ºÚÁϳԹÏÍø. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
ºÚÁϳԹÏÍø students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
ºÚÁϳԹÏÍø uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Participation requirements
Students are expected to attend the majority of workshops during the semester and to contribute to a positive classroom climate unless a learning contract exists that reflects the student will work independently during the semester and draw on the pre-recorded lecture and resources on Canvas and meet periodically with the Unit Convener as necessary.
Required IT skills
Students must be able to use WORD, research on line and be able to access the Canvas site to obtain resources and submit work on line. Students should also use the URKUND drop box provided on the Canvas site before they submit their assignments as they are responsible for the quality of their work.
In-unit costs
None
Work placement, internships or practicums
The Unit requires students to complete two case studies that are based on project-based, problem-based work situated learning and represent a simulation of work integrated learning.