Slide Deck used as part of an MBA submission into Organisational Behaviour

1. Organisational
Behaviour
UNIT A_615_2680 TASK 3 – KEVIN CAMPBELL

2. AC3.1 Assess the impact of learning on
the effectiveness of workers
The 6 Levels of Organisational Development
Level 1 – Formation
Level 2 – Formalisation
Level 3 – Integration
Level 4 – Expansion
Level 5 – Coordination
Level 6 - Self-organisation and Self-development

3. Can Playing Games Motivate
Organisations
A study has examined the motivational potential of incorporating a
gamified reward system into Agile Scrum practices that could also
encourage information technology organisations to adopt Agile
Development methods.
The study found that:
• Attendance is higher among participants who utilise the
gamified solution in Scrum meetings, which suggests that a
gamified platform is more motivating.
• People complete more tasks and more work generally when
they are using gamified Scrum processes.
• Overall, individuals who use the gamified Scrum processes
display more targeted behaviours like teamwork, collaboration
and participation.
While there is still resistance within organisations to adopting
Scrum practices, modifying the meeting structure and creating a
gamified reward system can motivate team members into making
the transition and becoming more committed to Agile methods;
that transition also appears to be a smoother process.

4. The drivers of a performance culture
Classic model of performance
The classic models of performance like the Job Characteristics Model by Hackman and Oldham from
1976 for instance tend to emphasise the importance of five dimensions that are seen to contribute to
performance in organisations:
1. Skill variety – Does the job allow people to use a range of skills.
2. Task identity – Do people have responsibility for the entire task from beginning to end and
do they feel a sense of responsibility for how it is done, or are they just repeating a very small
element robotically with no responsibility.
3. Task significance – Is the task/job considered to be important in the scheme of things?
4. Autonomy – Can the individual make their own decisions about how the task is carried out.
5. Feedback - Do they get direct feedback about their performance.

5. Innovative & Creative Coaching
A series of new (2020) studies looking at the role of creativity and
innovation in coaching has found that:
• Many coaches just stick to standardised models, techniques and
tools taught on coaching development programmes and
qualifications.
• Experimenting and using a range of different tools, techniques and
contexts can have a significantly positive impact on a
coacher's/client’s own creativity and approach to issues.
• Innovation and creativity in coaching has been found to promote:
• Greater levels of creativity and innovation in clients and their
direct reports
• Development of higher levels of leadership/management
agility
• Increased use of creative problem-solving techniques

6. What motivates people to engage with
Continuing Professional Development.
1. The 4 most frequent reason people engage in CPD are to:
 Increase their competence in their current role
 Comply with requirements
 Deepen knowledge
 Enhance career development
2. CPD events tend to be more accepted the closer to the
workplace they occur.
3. The workplace tends to be the primary location for CPD,
often through informal learning.
4. Mandatory and regulatory CPD is often rationalised as
competence enhancing and people will often incorporate the
values of the regulations into their own.

7. How To Ensure The Success of High-
Performance Work Teams
The following factors are important attributes for the development of a high
performing team:
1. A suitable reward system
2. Positive affect or emotional responses
3. Dynamic capabilities
4. There are five collective sets of skills and characteristics that make the
biggest difference to a high-performance team:
a. Effective team management or leadership
b. Team members’ emotional states
c. Team members’ behaviour
d. Self-efficacy and learning orientation
e. Personality traits, like a tendency towards positive affect, collegiality
and a learning / problem solving orientation

8. The evidence-based characteristics that
contribute to a high performance team
The following 12 characteristics of a high-performing team are those most frequently evidenced in research studies. There is a complete list of
high-performing team characteristics at the end of the report.
1. Trust
2. Size
3. Stories and emotion sharing
4. Shared vision
5. Diversity
6. Self-efficacy and emotional intelligence
7. Clear roles and responsibilities
8. Willingness to cooperate
9. Mutual support and encouragement
10.A developmental mindset
11.Shared leadership
12.External coach

9. Developing
high-
performance
teams
The main elements involved in developing high-performance teams Across the
studies the common elements of how to develop high-performance teams
comprise 3 distinct constituents:
1. Selection
2. Team Development
a. The team
b. The individual
3. Leadership / management Development