Overview
No overview text
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 - 2019
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
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.
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
Let's look at you
Chapter
Events and Submissions/Topic
Module/Topic
Let's keep looking at you
Chapter
Events and Submissions/Topic
Module/Topic
Let's look at you some more
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 influences in 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
20 September 2019. Written assessment and presentation due.
Written assessment Due: Week 9 Friday (20 Sept 2019) 12:00 am AEST
Module/Topic
Risk factors of negative cultures
Chapter
Events and Submissions/Topic
Module/Topic
Let's look around you
Chapter
Events and Submissions/Topic
2 October 2019. Portfolio due.
Portfolio Due: Week 11 Wednesday (2 Oct 2019) 11:00 am 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 Portfolio
Organisational
Culture in Health Care Settings
HHSM 20004. Term 2. 2019. Portfolio.
This assessment relates to learning outcomes:
1.
Evaluate key determinants and indicators of positive and negative
organisational cultures in health care settings
2.
Analyse leadership styles and systems thinking and their impact on
organisational culture
3.
Appraise a health setting in terms of its organisational culture
4.
Develop strategies to improve organisational culture in a health
care setting.
5.
Research and apply theories of organisational culture to a current
health care setting.
Weighting 60%
Word count 500 works each week (+/- 10%)
The word count is considered from the first word of the
introduction to the last word of the conclusion. It excludes the cover page, abstract,
contents page and reference list. It includes in-text references and direct
quotations.
You are required to use American Psychological Association
referencing abridged guide term 1, 2019.
Due date: 2nd October 2019
Portfolio
tasks
The portfolio requires you to answer questions, complete tasks and
activities. You will see portfolio tasks introduced through the Moodle pages. A
summary of tasks is listed at the end of each week, after the recommended
reading section.
You are required to create a Mahara Portfolio and enter your tasks
into the Mahara platform on a weekly basis. When submitting, the entire
portfolio is submitted to Moodle using the print function and submission as a
file.
Week 11 Wednesday (2 Oct 2019) 11:00 am AEST
Submit through Moodle using assignment tab
Week 12 Monday (7 Oct 2019)
Students will be emailed when assignment has been marked
Marking Rubric. Term 2, 2019. Using Health Data: Recognising Risk to Initiate Change . HHSM20003.Marking Rubric. Term 2, 2019. Australian Health Care Structures. HHSM20001.
|
High Distinction 85-100% |
Distinction 75-84% |
Credit 65-74% |
Pass 50-64% |
Fail Below 50% |
|
|
Structure |
|
|
|
|
|
|
Presentation 15% |
|
|
|
|
|
|
Very well
presented. No spelling or grammatical errors. Very well proof read. Written
in clear and cohesive style. |
Very well
presented. Minimal spelling and grammatical errors (1-4). Well proof read.
Written in clear and easy to read style. |
Well
presented. Some spelling and grammatical errors. Written in an easy to read
style. |
There may be
one or more areas where there was evidence of lack of attention to
presentation. |
Many errors in
presentation. |
/15 |
|
Referencing 5% |
|
|
|
|
|
|
Consistently
integrates appropriate references to support and reflect ideas, factual
information and quotations. |
Generally
integrates appropriate references to support and reflect ideas, factual
information and quotations with one or two 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. 0-1 |
/5 |
|
Accurate APA
referencing. No errors. |
Accurate APA
referencing. One error. |
Accurate APA
referencing. Two errors. |
Accurate APA
referencing. Three errors. |
More than
three errors. |
|
|
Content 20% |
|
|
|
|
|
|
Each portfolio
task is completed. |
Portfolio
tasks are completed with one or two exceptions. |
Portfolio
tasks as completed with three or four exceptions. |
At least five
portfolio tasks are not completed. |
Portfolio
tasks are not completed. |
/20 |
|
Analysis 60% |
|
|
|
|
|
|
Responses are
very well thought through, are easy to read/understand and coherent. Analysis
is apparent and responses demonstrate clear justification and discussion is
very clear. |
Responses are
well thought through, are easy to read/understand and coherent. Analysis is
apparent and responses mostly demonstrate justification and discussion is
clear. |
Responses are
some what well thought through, and are easy to read/understand. Analysis is
somewhat apparent, and responses somewhat demonstrate justification and
discussion is somewhat clear. |
The response
is not well described and/or not well thought through. There is relevant
content missing. |
The response
is not described, or the answer is not appropriate. |
/60 |
|
TOTAL |
|
|
|
|
/100 |
Comments
- Evaluate key determinants and indicators of positive and negative organisational cultures in health care settings
- Analyse leadership styles and systems thinking and their impact on organisational culture
- Appraise a health setting in terms of its organisational culture
- Develop strategies to improve organisational culture in a health care setting.
- Research and apply theories of organisational culture to a current health care setting.
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Presentation and Written Assessment
Organisational Culture in Health Care Settings. HHSM20004
Term 2, 2019
Assessment 1.
Written assessment and Presentation
This assessment has two parts. The first part is a written essay and the second part is a recorded presentation.
This assessment relates to unit learning objectives 1, 2 & 5:
1. Evaluate key determinants and indicators of positive and
negative organisational cultures in health care settings
2. Analyse leadership styles and their impact on organisational
culture in health care settings
5. Research and apply theories of organisational culture to a
current health care setting.
Weighting: 40%
Due date: 20 September 2019
Word count: Written Assessment 2,000 words (+/- 10%).
Presentation: Approximately 5 minutes
Format: Essay with a You Tube presentation
You are required to use American Psychological Association
referencing abridged guide term 1, 2019.
The word count is considered from the first word of the
introduction to the last word of the conclusion. It excludes the cover page,
abstract, contents page and references list. It includes in-text references and
direct quotations.
Please read the marking rubric before commencing this
assignment
Written Assignment
Word limit: 2,000 (+/- 10%).
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. The aim
of the assessment is to create a framework in order to evaluate key
determinants and indicators of positive and negative organisational culture.
Step 1. Create an assessment plan, clearly demonstrating an Organisational Cultural Assessment framework. This can be in table form.
Step 2. Justify why you have included each stage. Analyse how you will implement the plan and
how the outcomes will be measured. Explain how this will improve the culture of
the organisation.
Step 3. Describe how leadership styles will impact on
organisational culture. Use relevant literature to support and to guide your
discussion.
Make your assessment as thorough as you can. Please note that you are not required to
complete any of the assessment itself, you should only write the components of
the assessment 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 should 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.
You are required to:
-
Describe your organisation’s culture
-
Describe strategies you would employ as a part
of your action plan
-
Discussion who could be involved in the action
plan 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 or white
board in your presentation. Your presentation should be given by you, using any
props in the background. Your presentation should be compelling,
well-articulated and thorough.
Week 9 Friday (20 Sept 2019) 12:00 am AEST
Submit to Moodle through assignment tab
Week 12 Monday (7 Oct 2019)
Students will be emailed when assignment is marked.
Assessment Criteria – HHSM20004 Organisational Culture – Written
Assessment and Presentation. Term 2, 2019.
|
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. |
/5 |
|
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. |
/5 |
|
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. |
/5 |
|
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. |
/5 |
|
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 10% |
|
||||
|
The
Assessment Framework is very clear. It very clearly identifies the assessment
areas. |
The
assessment plan design is clear. It clearly identifies the assessment areas. |
The
assessment plan is somewhat clear,
however misses key elements. |
The
assessment plan may not be clear at times. Many key elements area missing. |
The
assessment plan is unclear or is not presented. |
/10 |
|
Assessment Plan analysis 10% |
|
||||
|
There is
a very high level of analysis reflecting a cohesive a persuasive argument in the
assessment plan areas selected. |
There is
a high level of analysis reflecting a largely persuasive argument in the assessment
plan areas selected |
There is
some analysis reflected in a somewhat clear and cohesive argument in the
assessment plan areas selected, however key elements are not analysed or
justified. |
There is
some analysis apparent. The argument is disjointed in the assessment plan
areas selected |
There is
minimal analysis or lack of analysis in assessment plan areas selected |
/10 |
|
Presentation (You Tube) 20% |
|
||||
|
The presentation very clearly describes the
organisational culture, key personnel, action plan strategies and its
relevance to the organisation. |
The
presentation clearly describes the organisational culture, the personnel,
action plan strategies and relevance to the organisation. |
The
presentation somewhat describes the organisational culture, the personnel,
action plan strategies and relevance to the organisation, however some key
elements are missing. |
The
presentation does not describe organisational culture, the personnel, action
plan strategies and relevance to the organisation and many key elements are
missing. |
The
presentation was not completed. |
/20 |
|
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. |
/20 |
|
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. |
/20 |
/100
Comments
- Evaluate key determinants and indicators of positive and negative organisational cultures in health care settings
- Analyse leadership styles and systems thinking and their impact on organisational culture
- Research and apply theories of organisational culture to a current 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?
