Overview
The organisational culture of a health setting not only impacts on the people who are employed in this setting, but also on the health outcomes in the broader community. This unit will explore the many facets that contribute to a positive organisational culture including health management and leadership. You will have the opportunity to examine an organisational culture, interpret measures of its effectiveness and devise strategies to make this culture more attractive for those who work in it.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2018
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Residential Schools
This unit has a Optional Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student emails
Students stated that the unit was interesting and they were able to relate it well to their workplace
Continue to link the unit to workplace to enhance learning
- Evaluate key determinants and indicators of positive and negative organisational cultures in health care settings
- Analyse leadership styles and their impact on organisational culture in health care settings
- Evaluate a health setting in terms of their organisational culture
- Devise strategies to improve an organisational culture in a health care setting.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio - 60% | ||||
| 2 - Presentation and Written Assessment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Portfolio - 60% | ||||||||
| 2 - Presentation and Written Assessment - 40% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
j.mulvogue@cqu.edu.au
Module/Topic
Introduction to organisational culture
Chapter
Events and Submissions/Topic
Module/Topic
Theories of organisational culture
Chapter
Events and Submissions/Topic
Module/Topic
Contrasting organisational climate and organisation culture
Chapter
Events and Submissions/Topic
Module/Topic
Looking at you
Chapter
Events and Submissions/Topic
Module/Topic
Still looking at you
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Cultural assumptions
Chapter
Events and Submissions/Topic
Module/Topic
Employees and their needs in order to influence organisational culture
Chapter
Events and Submissions/Topic
Module/Topic
Hidden meanings, valuing and investing in people
Chapter
Events and Submissions/Topic
Module/Topic
Systems thinking and recruitment
Chapter
Events and Submissions/Topic
Written assessment is due on Monday 10/09/2018
Written assessment Due: Week 9 Monday (10 Sept 2018) 11:00 pm AEST
Module/Topic
Risk factors of negative organisational culture
Chapter
Events and Submissions/Topic
Module/Topic
Looking around you
Chapter
Events and Submissions/Topic
Portfolio is due on Friday 28/09/2018
Portfolio Due: Week 11 Friday (28 Sept 2018) 11:00 pm AEST
Module/Topic
Positive culture
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Presentation and Written Assessment
Hospital and Health Services Management
Organisational Culture in Health Care Settings. HHSM20004
This written assignment has a word limit of 2,500 and reflects learning objectives 1, 2, and 3.
This assignment is due on Monday in Week 9.
This assignment has a weighting of 40% of your overall mark.
The format for this assignment is flexible. You may present this as a report, an essay or other style, according to the need of your assessment.
Written Assignment
The written assignment for this unit is to design an Organisational Cultural Assessment framework for your own organisation (or an organisation you have knowledge of). Throughout each week of the unit, different concepts and considerations are discussed and each topic and perspective can assist to write a comprehensive organisational culture assessment for your organisation. Some of the information described in the unit will not be relevant to your assessment, while other aspects will be.
You are required to create and clearly describe the Organisational Cultural Assessment framework. You are then required to justify why you have included each stage and analyse how this may be measured or implemented. Describe how this will improve the culture of the organisation and how you will capture improvements. You are required to use relevant literature to support and to guide your discussion. Make your assessment framework as thorough as you can. Please note that you are not required to administer the Organisational Cultural Assessment framework you have created. Your assessment requires you to analyse the components of the framework and provide a clear justification for why you would assess the areas you have selected.
Presentation (5 minutes). (Use You Tube and forward link when you submit).
The presentation is to discuss an action plan describing how to improve organisational culture in your organisation or an organisation you have come to know. The presentation should be different to the assessment you have completed in the first part of this assessment.
- Demonstrate an awareness of your organisation’s organisational culture
- Demonstrate how you would go about improving organisational culture
- What strategies you would employ as a part of your action plan
- Who you would involve and why
- Analyse and justify your action plan and its relevance to your organisation
You may choose to use props, such as a power point to back up the action areas or a white board describing how you would instigate the Organisational Cultural Assessment. Your presentation should be given by you, using any props in the background. Your presentation should be compelling, well-articulated and thorough.
Both the Written Assignment and the Presentation will be taken into consideration as outlined in the marking rubric.
Week 9 Monday (10 Sept 2018) 11:00 pm AEST
Submit through Moodle
Review/Exam Week Friday (12 Oct 2018)
Students will be notified by email the assessment is marked. Students can find grade information on Moodle.
Assessment Criteria – HHSM20004 Organisational Culture – Written Assessment and Presentation. Term 2, 2018.
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% |
| Structure 20% | ||||
| Introduction 5% | ||||
| Highly appropriate and relevant to content. Provides very clear sense of what follows. | Appropriate and relevant to content. Provides clear sense of what follows. | Largely appropriate and relevant to content. Provides sense of what follows. | Somewhat appropriate and relevant to content. Does not provide a sense of what follows. | Not evident and/or not appropriate. |
| Conclusion 5% | ||||
| Provides very strong sense of closure and highly appropriate. | Provides sound sense of closure and appropriate. | Provides a sense of closure and largely appropriate. | Somewhat provides a sense of closure and somewhat appropriate. | No recognizable conclusion or conclusion is inappropriate. |
| Presentation 5% | ||||
| Very well presented. No spelling or grammatical errors. Well proof read. Written in a clear and cohesive style. | Very well presented. Minimal spelling and grammatical errors. Well proof read. Written in a clear and easy to ready style. | Well presented. Some spelling and grammatical errors. Written in an easy to ready style. | There may be one or more areas where there was evidence of lack attention to presentation. | Many presentation errors. |
| Referencing 5% | ||||
| Consistently integrates appropriate references to support and reflect all ideas, factual information and quotations. | Generally integrates appropriate references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Partly integrates appropriate references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates appropriate references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>7 errors) to integrate appropriate references to support and reflect ideas, factual information and quotations. |
| Accurate APA referencing. No errors. | Accurate APA referencing. One error. | Accurate APA referencing. Two errors. | Accurate APA referencing. Three errors. | More than three errors. |
| Analysis 80% | ||||
| Assessment Plan Design 20% | ||||
| The Assessment Plan design is very clear. | The assessment plan design is clear | The assessment plan is somewhat clear | The assessment plan may not be clear at times | The assessment plan is unclear |
| Assessment Plan analysis 20% | ||||
| There is a very high level of analysis reflecting a cohesive a persuasive argument in assessment plan areas selected. The presentation presents clear justification. | There is a high level of analysis reflecting a largely persuasive argument in assessment plan areas selected | There is some analysis reflected in a somewhat clear and cohesive argument in assessment plan areas selected | There is some analysis apparent. Argument may be a little disjointed in assessment plan areas selected | There is minimal analysis or lack of analysis in assessment plan areas selected |
| Action Plan Design 20% | ||||
| The Action Plan Design is described very clearly and presented very well. | The action plan design is described clearly and presented well. | The action plan design is described somewhat clearly | The action plan may not be described clearly at times | The action plan is not described clearly |
| Action plan measurement analysis 20% | ||||
| There is a very high level of analysis reflecting a cohesive a persuasive argument in how the presented areas may be measured | There is a high level of analysis reflecting a largely persuasive argument in how presented areas may be measured | There is some analysis reflected in a somewhat clear and cohesive argument in how presented areas may be measured | There is some analysis apparent. Argument may be a little disjointed in how selected areas will be measured | There is minimal analysis or lack of analysis in action plan areas selected how they will be measured. |
| Justifying action plan and improvements 20% | ||||
| There is very clear justification in how the assessment will capture improvement in organizational culture and how this will be achieved | There is clear justification in how assessment will capture improvement in organizational culture and how this will be achieved | There is some justification in how the assessment framework will capture improvement in organizational culture and how this will be achieved | Justification of the assessment framework and how it will capture improvement in organizational culture is minimally demonstrated. | Justification of how the assessment framework and how it will capture improvement is not demonstrated. |
Comments
- Evaluate key determinants and indicators of positive and negative organisational cultures in health care settings
- Analyse leadership styles and their impact on organisational culture in health care settings
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Portfolio
Portfolio requirements
HHSM20004. Organisational culture in health care settings
The portfolio is 60% of your mark. The portfolio is completed each week and is made up of tasks and activities relating to the learning material, from week 1 – 11. The portfolio is due in its completion at the end of Week 11. The due date for the portfolio is listed under the ‘assignment tab’.
The portfolio tasks related to learning outcomes 1, 2, 3 and 4.
The portfolio requires you to answer questions, complete tasks and activities. You will see portfolio tasks introduced throughout the reading material. A summary of tasks is listed at the end of each week, after the recommended reading section. It is suggested that you keep a separate word document where you will develop your portfolio.
Each week the word count for the portfolio is 500 words with a variation of +/- 10%. For example, if you had three portfolio tasks for the week, you would need to divide the words accordingly and the total word count for all three combined tasks would equal 500 (+/- 10%) words. For example – you may decide to divide the word count like this;
Task 1 – 200 words
Task 2 – 200 words
Task 3 – 100 words
Total words = 500 words
A marking guide is used to assess your knowledge and application of portfolio tasks. You are expected to use references to show a wide breadth of reading in regard to the task requirements.
What to include when you submit your portfolio
Your portfolio tasks should be submitted online under the tab ‘assignment’ at the end of week 11. While you compile the portfolio tasks, please name the week and the task you are writing about. For example: Week 4, task 3: Szczepańska-Woszczyna (2015) also recognise that the innovation within an organisation may be inhibited by bureaucratic barriers, top down decision making, employee complacency, office politics, a focus on financial controls, lack of diversity, fear of failure and empire building. Do you identify any of these barriers in your current organisational culture? Consider whether the culture of your organisation has barriers such as those described above. Analyse what contributes to these barriers?
When you submit the portfolio in its completion, please include:
- Your name
- The course code
- Your student number
- The date submitted
Your portfolio should be in Calibri 11 or Times New Roman 12 and double spaced
You should use APA 6th edition references to support your thinking
It is recommended that you refer to the marking rubric prior to commencing the portfolio.
Week 11 Friday (28 Sept 2018) 11:00 pm AEST
Submit to Moodle.
Review/Exam Week Friday (12 Oct 2018)
Students will be notified by email that the assignment is marked. Grades can be accessed from Moodle.
PORTFOLIO TASK. HHSM20003. Portfolio. Semester 2, 2018.
Marking is divided into:
- Structure (20%). Structure consists of presentation (15%) and referencing (5%).
- Analysis and Clarity (80%)
| High Distinction 85-100% | Distinction 75-84% | Credit 65-74% | Pass 50-64% | Fail Below 50% |
| Structure 20% | ||||
| Presentation 15% | ||||
| Extremely well presented. No spelling or grammatical errors. Very well proof read. Written in clear and cohesive style. 13-15 | Very well presented. Minimal spelling and grammatical errors (1-4). Well proof read. Written in clear and easy to read style. 11-12 | Well presented. Some spelling and grammatical errors. Written in an easy to read style. 9-10 | There may be one or more areas where there was evidence of lack of attention to presentation. 7-8 | Many errors in presentation. 0-6 |
| Referencing 5% | ||||
| Consistently integrates appropriate references to support and reflect ideas, factual information and quotations. 5 | Generally integrates appropriate references to support and reflect ideas, factual information and quotations with one or two exceptions. 4 | Partly integrates appropriate references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. 3 | Occasionally integrates appropriate references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. 2 | Fails to or infrequent attempts (>7 errors) to integrate appropriate references to support and reflect ideas, factual information and quotations. 0-1 |
| Accurate APA referencing. No errors. | Accurate APA referencing. One error. | Accurate APA referencing. Two errors. | Accurate APA referencing. Three errors. | More than three errors. |
| Analysis 80% | ||||
| Clarity 40% | ||||
| The response is very clearly described. The information is very well thought through and the information is easy to read and coherent. 34-40 | The response is clearly described. The information is well thought through, easy to read and coherent. 30 - 33 | The response is somewhat well described. The information is easy to read and coherent. 26-29 | The response is not well described. There is relevant content missing. 20-25 | The response is not described or the answer is not appropriate. 0-19 |
| Analysis 40% | ||||
| There is analysis and clear justification of the presenting topic and very clear discussion. 34-40 | There is some analysis and justification of the presenting topic and clear discussion within the analysis. 30-33 | There is some analysis evident in the topic presented however key components of analysis are missing. 26-29 | There is minimal analysis and justification. 20-25 | There is no analysis or justification provided. 0-19 |
Comments
- Evaluate key determinants and indicators of positive and negative organisational cultures in health care settings
- Analyse leadership styles and their impact on organisational culture in health care settings
- Evaluate a health setting in terms of their organisational culture
- Devise strategies to improve an organisational culture in a health care setting.
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
