BOSTON CITY CAMPUS

COURSE OUTLINE

Workplace Psychology

(HPSW230-1)

Assessment Strategy: AS4

January – June 2025

About the Institution

Boston City Campus (Pty) Ltd, Reg. No. 1996/013220/07, is registered with the Department of Higher
Education and Training (DHET), as a private higher education institution, No. 2003/HE07/002, in terms
of Section 54(1)(c) of the Higher Education Act, 1997 (Act No 101 of 1997), and Regulation 16(4)(a) of
the Regulations for the Registration of Private Higher Education Institutions, 2002.

Disclaimer
This Course Outline forms part of the ‘Boston Student Rules and Regulations’ and is accurate at the
time of publication. Boston City Campus (Pty) Ltd reserves the right to alter any of the content due to
changes in regulations, market requirements and other reasons.
Website: www.boston.co.za

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CONTENTS

1. COURSE INTRODUCTION 4
1.1 Overview
1.2 The Module
1.3 Notional Hours
1.4 Introduction to SAQA, QCs and the NQF

2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME 7

3. TEACHING, LEARNING AND ASSESSMENT 11

3.1 Learning Philosophy
3.2 Learning Methodology
3.3 Assessment Strategies and Types of Assessments
3.3.1 Self-Assessment and Recommended Reading
3.3.2 Report Writing
3.3.3 True-False Tests
3.3.4 Open-Book Test/Assignment
3.3.5 Multiple-Choice Question Examination
3.3.6 Student-Centred Interaction
3.3.7 Sample Assignment and Examination Papers and Memoranda
3.4 Feedback to Students

4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES 16

4.1 Distance Learners and Support Centres
4.2 Hours of Operation
4.3 Head Office Resource Centre

5. COMMUNICATION AND SUPPORT 18

5.1 Student Support
5.2 General and Administrative Support (Administrative – Not course related)
5.3 Academic Support (Course related – Not administrative)
5.4 Student Wellness
5.5 Summary of Contact Procedure

6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY 22

6.1 General
6.2 Comments on the Study Guide and/or Prescribed Textbook
6.3 Prescribed Course Material
6.4 Recommended Reading
6.5 Additional Teaching and Learning Activities

7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS 25

7.1 Module Structure
7.2 Formative Assessments
7.3 Summative Assessments

8. GRADE REQUIREMENTS 28
8.1 General
8.2 Summative Assessment (Examination) Entry Requirements
8.3 Requirements for Promotion and Distinction
8.4 Supplementary Assessments

9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS 29

10. PLAGIARISM 30
10.1 Copyleaks

11. CONCLUSION 32

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ANNEXURES:

A. EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS 33

B. PROPOSED STUDY PROGRAMME 34

C. UNDERGRADUATE – HE ACADEMIC CALENDAR FOR 2025 46

D. PLAGIARISM INFORMATION SHEET 55

E. BREAKDOWN OF PRESCRIBED COURSE MATERIAL 60

F. FORMATIVE ASSESSMENT 1 61

G. SAMPLE FORMATIVE ASSESSMENT 1 70

H. SAMPLE FORMATIVE ASSESSMENT 1: MEMORANDUM 79

I. FORMATIVE ASSESSMENT 2 95

J. SUMMATIVE ASSESSMENT 2 118

K. SAMPLE SUMMATIVE ASSESSMENT 1 125

L. SAMPLE SUMMATIVE ASSESSMENT 1: MEMORANDUM 138

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1. COURSE INTRODUCTION

1.1 Overview

Welcome to the Workplace Psychology (HPSW230-1) module. This Course Outline is

intended to assist students by providing a detailed support document to help you with
navigating this specific module.

Students are regarded as adult learners who are self-motivated and are treated as such.
Boston places students at the centre of the learning process, emphasising learning as an
“individual act”, thus students take full responsibility for their own learning. Educators will
facilitate learning to enable students to achieve the learning outcomes required in each
module.

Workplace Psychology provides students with an introduction to industrial and

organisational psychology. The module will assist students in gaining a deeper understanding
of workplace behaviour and the key concepts for workplace relations. Furthermore, students
will be equipped with critical skills to analyse various situations in the workplace, and to solve
a variety of issues within a workplace setting, such as conflict between employees. The
module assists with the development of a psychological viewpoint of the workplace and is an
important skill for management or leadership positions.

1.2 The Module

This module is part of a learning programme or qualification that is registered by the South
African Qualifications Authority (SAQA) on the Higher Education Qualifications Sub-
Framework (HEQSF), which is a sub-framework of the National Qualifications Framework
(NQF) and is structured as follows.

• Module name: Workplace Psychology (HPSY230-1)

• Learning type: Core
• Course level: 6
• Module credits: 12
• Notional hours: 120

1.3 Notional Hours

The South African Qualifications Authority (SAQA) introduced the model of credits related to
notional hours as part of Outcomes-Based Education (OBE). Notional hours are defined as the
amount of time it takes the average student to achieve the learning outcomes as defined for
each course. The model of notional hours prescribes for this 12-credit module, the notional
hours will be 120.

Notional hours can consist of any combination of the following activities: reading, tasks or
self-evaluation exercises, listening or viewing of tapes and videos, attendance of tutorial or
lecture sessions, participation in discussions or online forums, undertaking experiential or
collaborative learning, completing assignments and research work, conducting interviews,
and preparing for and sitting of examinations. It is important to note that this model considers
workload from a student’s perspective and how much time it would take the average student

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to comprehend the knowledge, skills, attitudes and values that are embodied in a particular
course (Kilfoil, 2009)1.

Within Annexure B of each Course Outline is a detailed Proposed Study Programme to assist
students with the planning of their studies according to a specific academic workload model,
to ensure success in meeting the required learning objectives and activities within the
required timelines as stipulated in the Academic Calendar (Annexure C).

1.4 Introduction to SAQA, QCs and the NQF

Who is the South African Qualifications Authority (SAQA)?

In terms of the NQF Act 67 of 2008, the South African Qualifications Authority (SAQA) is a
juristic person, given a legal personality by law. SAQA has a Board, whose members are
appointed by the Minister of Higher Education and Training. Identified stakeholders in
education, training and related support practices, nominate these members. SAQA's role is
to:
• Advance the objective and oversee the further development of the NQF;
• Coordinate with the Quality Councils, three sub-frameworks of the NQF; and
• Regulate professional bodies.

In terms of qualifications and professional bodies, SAQA must:

• Develop and implement policy and criteria, after consultation with the QCs, for the
development, registration and publication of qualifications and part-qualifications.
• Develop policy and criteria, after consultation with the QCs, for assessment,
recognition of prior learning and credit accumulation and transfer.
• Develop and implement policy and criteria for recognising a professional body and
registering a professional designation.

What are Quality Councils (QCs)?

Quality Councils (QCs) are sector-based structures responsible for the development and
quality assurance of qualifications on the NQF. There are three QCs for the three main sectors,
namely:
• General and Further Education and Training;
• Higher Education; and
• Trades and Occupations.

The three QCs are:

• UMALUSI, the QC for General and Further Education and Training, which encompasses
schools, and public and private TVET Colleges.
• The Council on Higher Education (CHE), the QC for Higher Education and concerns
itself with universities and private higher education institutions.
• The Quality Council for Trades and Occupations (QCTO), the QC for occupations, which
deals with workplace learning and skills development. Such an example is a
learnership.

1
Kilfoil. W.R. 2009. Credits, Notional Hours and Workload. [Web Access] http://www.unisa.ac.za/ [Access Date:
27 June 2011].

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What is the National Qualifications Framework?

The National Qualifications Framework (NQF) is a comprehensive system for the

classification, registration, publication and articulation of quality assured national
qualifications. The NQF is the set of principles and guidelines that enables national recognition
of acquired skills and knowledge, thereby ensuring an integrated system that encourages life-
long learning.

NQF Objectives

The objectives of the NQF, as outlined in the NQF Act 67 of 2008, are as follows:
• To create an integrated national framework for learning achievements;
• To facilitate access to, and mobility and progression within, education, training and
career paths;
• To enhance the quality of education and training;
• To accelerate the redress of past unfair discrimination in education, training and
employment opportunities; and
• To contribute to the full personal development of each citizen/learner and the socio-
economic development of the nation at large.

What Does the NQF Look Like?

The NQF is organised as a series of levels of learning achievement, arranged in ascending

order from one to ten. A statement of learning achievement, known as a level descriptor,
describes each level on the NQF. A level descriptor provides a broad indication of learning
achievements or outcomes that are appropriate to a qualification at that level. The content
of the level descriptors are developed and determined by SAQA, in agreement with the three
QCs.

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2. CRITICAL OUTCOMES OF THE LEARNING PROGRAMME

The generic, cross-curricular outcomes of a programme supports all aspects of the learning
process, and a disciplinary specialist within Boston’s Faculty formulates them.

The table below provides information about the critical cross-field outcomes, an explanation
thereof, the associated assessment criteria, and their alignment with the appropriate NQF
standards, which inform all of the teaching and learning within this module.

This ensures that the intended purpose of the qualification is realised with the intended type
of graduate by providing:
• A well-rounded, broad education.
• Knowledge that emphasises the theory and methodology of disciplines in the
professional context.
• Principles and theory that are emphasised as a basis for entry into professional
practice, in a wide career range.

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NQF LEVEL DESCRIPTORS:
Description NQF 5 NQF 6 NQF 7 NQF 8 NQF 9
SCOPE OF KNOWLEDGE Demonstrate an informed Detailed knowledge of main areas Integrated knowledge of the Demonstrate knowledge of and Demonstrate specialist knowledge
understanding of the core areas of in one or more fields. An central areas of one or more fields. engagement in an area at the to enable engagement with and
one or more fields… an informed understanding and the ability to The ability to apply and evaluate forefront of a field. An critique of current research or
understanding of the key terms, apply the key terms, concepts, the key terms, concepts, facts, understanding of the theories, practices, as well as advanced
concepts, facts, general principles, facts, principles, rules and theories principles, rules and theories of research methodologies, methods scholarship or research in a
rules and theories of that field. to unfamiliar but relevant that field. and techniques relevant to the particular field, discipline or
contexts. field, discipline or practice. practice.
Understand how to apply such
knowledge in a particular context.
KNOWLEDGE LITERACY Demonstrate awareness of how Demonstrate an understanding of Demonstrate an understanding of Demonstrate the ability to Demonstrate the ability to
knowledge or a knowledge system different forms of knowledge, knowledge as contested and the interrogate multiple sources of evaluate current processes of
develops and evolves within the schools of thought and forms of ability to evaluate types of knowledge in an area of knowledge production, and to
area of study or operation explanation within a specific study knowledge and explanations specialisation and to evaluate choose an appropriate process of
area, and an awareness of typical within the area of study. knowledge and processes of enquiry for the area of study or
knowledge production processes. knowledge production. practice
METHOD AND Demonstrate the ability to select Demonstrate an ability to Understanding of range of methods Understanding of the complexities Demonstrate a command of and
and apply standard methods, evaluate, select and apply of enquiry in a field, and their and uncertainties of selecting, the ability to design, select and
PROCEDURE
procedures and techniques to a appropriate methods, procedures suitability to specific applying or transferring apply appropriate and creative
particular field, and to plan and and techniques in investigation or investigations, and the ability to appropriate standard procedures, methods, techniques, processes
manage such implementation. application of processes within a select and apply a range of processes or techniques to or technologies to complex
defined context. methods to resolve problems or unfamiliar problems in a practical and theoretical
introduce change within a specialised field. problems.
practice.
PROBLEM SOLVING Ability to identify, evaluate and Ability to identify, analyse and Ability to identify, analyse, Ability to use a range of specialised Demonstrate: the ability to use a
solve defined, routine and new solve problems in unfamiliar evaluate, critically reflect on and skills to identify, analyse and wide range of specialised skills in
problems within a familiar context. contexts, gathering evidence and address complex problems, address complex or abstract identifying, conceptualising,
Ability to apply solutions based on applying solutions based on applying evidence-based solutions problems drawing systematically designing and implementing
relevant evidence, demonstrating evidence. and theory-driven arguments. on the body of knowledge and methods of enquiry to address
an understanding of the methods appropriate to a field. complex and challenging problems
consequences. within a field, discipline or
practice; and an understanding of
the consequences of any solutions
or insights generated within a
specialised context.

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ETHICS AND Ability to take account of, and act Demonstrate an understanding of Ability to take decisions and act Ability to identify and address Demonstrate the ability to make
in accordance with, prescribed the ethical implications of ethically and professionally and ethical issues based on critical autonomous ethical decisions
PROFESSIONAL PRACTICE
organisational and professional decisions and actions within an the ability to justify those reflection on the suitability of which affect knowledge
ethical codes of conduct. organizational or professional decisions drawing on appropriate different ethical value systems to production, or complex
context. ethical values. specific contexts. organisational or professional
issues, and the ability to critically
contribute to the development of
ethical standards in a specific
context.
ACCESSING, Ability to gather information from Ability to evaluate different sources Ability to develop appropriate Ability to critically review information Ability to design and implement a
a range of sources and to select of information and to select processes of information gathering gathering, synthesis of data, strategy for the processing and
PROCESSING, MANAGING
information appropriate for the information appropriate for the for a given context of use, and the evaluation and management management of information, in
INFORMATION task. task and to apply well-developed ability to independently validate processes in specialised contexts in order to conduct a comprehensive
processes of analysis, synthesis the sources of information and order to develop creative responses review of leading and current
and evaluation of that evaluate and manage information. to problems and issues. research in an area of
information. specialisation to produce
significant insights.

PRODUCING AND Ability to communicate Ability to present and Ability to develop and Ability to present and communicate Ability to use the resources of
information reliably, accurately communicate complex communicate his or her ideas and academic, professional or academic and professional or
COMMUNICATING
and coherently, using conventions information reliably and opinions in well- formed occupational ideas and texts occupational discourses to
INFORMATION appropriate to the context… an coherently using appropriate arguments, using appropriate effectively to a range of audiences, communicate and defend
understanding of and respect for academic and professional or academic, professional and offering creative insights, rigorous substantial ideas that are the
the conventions around occupational conventions. occupational discourse. interpretations and solutions to products of research or
intellectual property, copyright problems and issues appropriate to development in an area of
and plagiarism the context. specialisation; and use a range of
advanced and specialised skills
and discourses appropriate to a
field, discipline or practice, to
communicate with a range of
audiences with different levels of
knowledge or expertise
CONTEXT AND SYSTEMS Ability to operate in a range of Ability to make decisions and act Ability to manage processes in Ability to operate effectively within a Ability to make interventions at an
familiar and new contexts, appropriately in familiar and new unfamiliar and variable contexts, system, or manage a system based on appropriate level within a system,
demonstrating an understanding contexts, demonstrating an recognising that problem solving is an understanding of the roles and based on an understanding of
of different systems, their parts understanding of the relationship context and system bound relationships between elements hierarchical relations within the
and the relationships between between systems and how one within the system. system, and the ability to address
these parts. impacts on another. the intended and unintended
consequences of interventions.

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MANAGEMENT OF Ability to evaluate his or her Ability to evaluate performance Ability to identify, evaluate and Ability to apply, in a self-critical Ability to develop his or her own
performance and the performance against given criteria, and address his or her learning needs manner, learning strategies which learning strategies, which sustain
LEARNING
of others; and to take appropriate accurately identify and address his in a self-directed manner and to effectively address his or her independent learning and
actions where necessary and to or her task- specific learning needs facilitate a collaborative learning professional and ongoing learning academic or professional
take responsibility for his learning in a given context. And to provide process. needs and the professional and development; and can interact
within a structured learning support for others where ongoing learning needs of others. effectively within the learning or
process. appropriate. professional group as a means of
enhancing learning.

ACCOUNTABILITY Ability to take account for his or Ability to work effectively in a team Ability to take full responsibility for Ability to take full responsibility for Ability to operate independently
her actions, to work effectively or group and take responsibility his or her work, decision making his or her work, decision-making and take full responsibility for his
with and respect others and to for his or her decisions and the and use of resources… and limited and use of resources, and full or her own work, and, where
take supervisory responsibility in a actions of others in well-defined accountability for the decisions of accountability for the decisions appropriate, to account for
well- defined context. contexts. others in varied or ill-defined and actions of others where leading and initiating processes
contexts. appropriate. and implementing systems,
ensuring good resource
management and governance
practices.

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3. TEACHING, LEARNING AND ASSESSMENT

3.1 Learning Philosophy

As an accredited and registered private higher education institution, Boston is committed to

the implementation of Outcomes-Based Education (OBE), and as such the learning and
assessment approach and methodology that facilitate the appropriate execution thereof.

Boston views learning as a complex interaction between students’ personal purpose, which
is to improve their knowledge and ability, their prior knowledge and disposition, and
requirements for specific subject matter enquiry. Therefore, Boston subscribes to an
approach that learning:

• Should be action-orientated and communicative

• Is not transferred but constructed
• Is the making of meaning and could be propositional or presentational
• Is a process shaped by learning perspectives and learning schemes
• Occurs through refinement and elaboration
• Should be authentic and true, instrumental, communicative and reflective
• Should be active and based on a reflective decision to act
• Should result in an acquisition of instrumental and communicative competence via
critical reflection and self-reflection on assumptions.

3.2 Learning Methodology

Teaching and learning at Boston is integrated into every aspect of the development,
evaluation and delivery of each module and learning programme.

Boston has moved from the traditional presentation of learning support materials i.e.
textbook and study handbook based only, which has a traditional instructor-centred
curriculum, to a student-centred approach that mandates the faculty and academic support
staff to:

• Encourage students to develop the ability to think critically and solve problems
creatively.
• Promote an understanding of the relevance of the intended learning outcomes.
• Encourage students to develop enquiring minds and to investigate relevant topics
further in order to enrich their learning experiences.
• Provide students with the opportunity to experience the demands of the working
world.
• Promote a positive and supportive learning environment where students, faculty and
support staff work towards common objectives.
• Encourage students to grasp the practical application behind the theory.
• Promote a sense of responsibility for learning and assessment.

Teaching at Boston consists of:

• Faculty and information, communication and technology (ICT) resources and
equipment/programmes
• Describing and unpacking of specific knowledge components
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 • Discussing examples within industry and/or the workplace
• Relating these with the purpose and objectives of the module and learning
programme
• Interaction with students
• Outcomes-based learning materials, filmed lectures on TMS2, online assessments,
course outlines, prescribed textbooks, study guides/workbooks, AI Tutor sessions,
study plans and sample assessments and memoranda
• Evaluation and feedback.

Learning consists of:

• Student access to information, communication and technology (ICT) resources and
equipment/programmes
• Readings, discussions and participation sessions of knowledge components and
practical application thereof
• Independent study and investigation into knowledge and practical components
• Interaction with faculty
• Interaction with AI Tutor
• Experiential, peer and collaborative learning, self-evaluation exercises and learning
activities
• Outcomes-based learning materials, prescribed and recommended readings,
assessments and feedback.

3.3 Assessment Strategies and Types of Assessments

The following are examples of assessment strategies used:

Assessment Strategy C (ASC): Formative Assessments (FA1 and FA2), also known as quizzes,
will count fifty percent (50%) – twenty five percent (25%) each - towards the overall mark. A
summative assessment in the form of a final exam (SA1), will count fifty percent (50%) towards
the overall mark.

Due Performance (DP): These modules are not weighted nor credit-bearing. However, the
minimum hours required in continuous professional and career development must be
completed before progressing to the next year of study or certification. It is vital that students
in degree programmes develop greater breadth of understanding of interrelated disciplines
and practices as mimicked in the world of work, and therefore participation in opportunities
provided in this module is compulsory. A summative assessment in the form of reflective essay
is required.

Assessment Strategy 1 (AS1): The formative assessment 1 (FA1), formative assessment 2

(FA2), formative assessment 3 (FA3) and summative assessment 1 (SA1), all in the form of
practical assessments, will each count twenty five percent (25%) towards the overall mark.

Assessment Strategy 2 (AS2): The formative assessment (FA1), also known as an assignment
or test, will count fifty percent (50%) towards the overall mark. The summative assessment in
the form of a final exam or capstone project (SA1), will count fifty percent (50%).

2
TMS [Training/Telematic Management System incorporating a Learning Management System (LMS)]
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Assessment Strategy 3 (AS3): The formative assessment (FA1), also known as an assignment
or test, will count forty percent (40%) towards the overall mark. Summative assessments in
the form of a final exam or capstone project (SA1), will count fifty percent (50%), and a
research or reflective essay (SA2) will count ten percent (10%) towards the overall mark.

Assessment Strategy 4 (AS4): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count forty percent (40%) - twenty percent (20%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count fifty percent (50%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.

Assessment Strategy 5 (AS5): Formative assessments (FA1 and FA2), also known as
assignments or tests, will count thirty percent (30%) - fifteen percent (15%) each - towards the
overall mark. Summative assessments in the form of a final exam or capstone project (SA1),
will count sixty percent (60%), and a research or reflective essay (SA2) will count ten percent
(10%) towards the overall mark.

Assessment Strategy 6 (AS6): Formative Assessments (FA1 & FA2), which may take the form
of assignments, research essays or tests will count forty percent (40%) – twenty percent (20%)
each – towards the overall mark. Summative Assessments (SA1 & SA2), which may take the
form of capstone projects, tasks, presentations, written or oral exams, or a research proposal
will count sixty percent (60%) – thirty percent (30%) each – towards the overall mark.

Assessment Strategy IS (ASIS): An integrated summative assessment 1 (SA1) in the form of a

final examination will count 100% towards the overall mark.

Assessment Strategy Research Report (ASRR): Formative Assessments (FA1, FA2, FA3, FA4
and FA5) are a series of critical reviews of Units 1, 2, 3, 4 and 5 of a sample Research Report
and will count twenty five percent (25%) – five percent (5%) each - towards the overall mark.
Formative Assessment 6 (FA6), includes the candidate’s original Research Proposal carried
forward from the module Research Methods, the Literature Review, the Research Instrument,
and the application for Ethical Clearance thereon, which will count twenty five percent (25%)
– towards the overall mark. Summative Assessment 1 (SA1) – in the form of the final submitted
Research Report (SA1) – will count forty percent (40%) towards the overall mark. Summative
Assessment 2 (SA2), in which the candidate presents the findings and recommendations from
the written Research Report, will count ten percent (10%) towards the overall mark.

Assessment Strategy W (ASW): Formative Assessments (FA1 and FA2), also known as
assignments, will count forty percent (40%) - twenty percent (20%) each - towards the overall
mark. Summative assessments in the form of a practicum, will count forty percent (40%), and
a research or reflective essay (SA2) will count twenty percent (20%) towards the overall mark.

There are a number of assessment types appropriate to the distance-learning environment,

of which the most common are report writing, true-false tests and multiple-choice
examinations (Foltz, 1990)3.

Distance learning is reliant on independent study. For this reason, most formative
assessments are considered open-book assessments, while summative assessments are

3
Foltz, D. 1990. Toward Better Service and Testing. Occasional Paper Number 3. Washington, DC: DETC.
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Invigilated Assessment Events. They all aim at assessing a student's mastery of certain or
specific subject matter.

Regardless of the assessment type, any formative assessment in this environment should
have three main aims, which are:

• To encourage students to review

• To enable students to monitor their comprehension of the knowledge areas
• To reinforce the learning outcomes of a study unit or series of units.

Measured by these aims, outlined below are the various types of assessments utilised in the
module and the learning programme.

3.3.1 Self-Assessment and Recommended Reading

Students are guided by the course outlines and contents within study units to complete
specific self-assessment exercises, such as, self-evaluation questionnaires, activities or
practices, which appear in the prescribed textbooks and/or study guides. In addition, students
are encouraged to make use of the institution’s library, or any resource centre, to access the
recommended reading list which includes self-assessment exercises.

Students are also informed of the importance and relevance of self-assessment exercises, and
are encouraged to keep records of it to assist with reflection, examination preparation and
student-centred interaction.

3.3.2 Report Writing

With some study units or courses, writing and composition might be the only practical
method of assessment. Report writing requires a student to demonstrate their knowledge of
a particular subject through composing a written representation that communicates
understanding and insight.

3.3.3 True-False Test

Carefully constructed true-false questions can measure higher mental processes such as
understanding, application and interpretation. They are particularly suitable for testing
attitudes and beliefs, and can be adapted to most content areas, although they work best in
testing elementary subject matter. True-false tests do have the advantage of making it
possible to ask many questions on a larger number of knowledge areas in a limited amount
of time.

3.3.4 Open-Book Test/Assignment

Open-book testing is used to:

• Stimulate review
• Reinforce learning objectives
• Communicate goals
• Furnish feedback on misunderstood knowledge areas
• Separate those students who have reached a specific set of objectives from those who
have not, indicating further specific interventions by the Faculty.

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Suitable open-book questions should require that students review the learning material
continuously. This assessment type should be thought of as context-dependent. If questions
are properly prepared, students have to demonstrate their ability to extrapolate and infer key
concepts from a specific knowledge area, rather than simply find an answer in the text and
“parrot” it back. Therefore, the emphasis is on repetition and inference, as students review
and re-review the learning materials in an effort to recognise, understand, synthesize and
select appropriate responses. Questions that can be answered on the basis of rote memory
should be kept to a minimum as students can simply "cram" to prepare for such testing and
little, if any, learning takes place.

3.3.5 Multiple-Choice Question Examination

Multiple-choice examinations, consisting of questions in the form of a stem and four or five
options (the correct answer along with distracters, or incorrect alternatives) have many
advantages. The greatest of these is perhaps their versatility: multiple-choice questions can
measure factual recall, as well as the students' ability to reason, exercise judgment, and
express themselves correctly and effectively. Students find them less ambiguous and
generally prefer them to true-false tests. This type of assessment can also be scored
accurately and provide immense per-item reliability.

3.3.6 Student-Centred Interaction

By encouraging students to continually ask questions and be comfortable with the

questioning of concepts and engaging in self-reflection, students are given ample opportunity
to assess and improve their knowledge and understanding by means of effective
communication with distance learning faculty and peers.

3.3.7 Sample Assignment and Examination Papers and Memoranda

Students receive a sample assignment and memorandum, as well as a sample examination

paper and memorandum, so as to familiarise themselves with the various assessment formats
and duration. This further enables them to determine their overall progress and level of
preparedness for the final summative assessment.

3.4 Feedback to Students

Boston’s approach to teaching, learning and assessment is strongly influenced by the belief
that students are entitled to feedback and a discussion on their performance. This is
interwoven into the teaching strategies. There are many sound educational reasons for doing
this in a comprehensive manner. Students are encouraged to contact Educators for personal
feedback on their assessments.

Where the assessment format makes this possible, graded scripts and the relevant
memorandum (with the correct responses and/or examples of model answers) accompany
the release of marks/grades for formal formative assessments.

This provides an opportunity to repeat important learning objectives and knowledge areas,
considering that repetition is a powerful element in learning.

15 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
4. STUDENT ACCESS TO IT, LIBRARY AND OTHER RESOURCES

4.1 Distance Learners and Support Centres

Essential to the effectiveness of the Boston network of Support Centres is granting distance
learners localised access to technology, library and the service support resources that are
provided to students by the Boston Head Office.

As guiding principles, it must be re-emphasised that Boston Support Centres do not form part
of the programme other than the centres being conveniently located throughout South Africa
which assist them in serving as a point of contact and access to provide support services for
students who:
• do not have access to resource rich infrastructure at home, an office or elsewhere in
a relatively close proximity
• Experience difficulty with taking control of their study environments, for example,
mitigating excessive distractions, exercising sufficient self-discipline, implementing a
routine, and managing time
• Relate better to auditory and kinaesthetic learning styles.

In other words, every learner is registered with Head Office as a unique distance learner, and
the teaching, learning and assessment remains at a distance with appropriate quality assured
materials and services to complete their studies independently. No student accessing services
at a Support Centre will be placed at a discernible advantage over a student that elects not to
access services at a Support Centre. Support Centres will be utilised as examination venues
for invigilated sittings.

In considering all of the above information, the support services accessible at Boston Support
Centres may be delineated in the following manner by classifying them as:

• Venues for accessing the range of important career, study and motivational
counselling services, and the completing and submitting of an online Application for
Admission, or other administrative documents i.e. change of module, submitting
request for deferral, handing in ID etc.
• Venues for accessing Information Technology and Communication resources, to pre-
book4 time to utilise computers for accessing filmed lectures on TMS , typing
assessments, submitting assessments online, emailing Head Office re: Academic,
Assessment, and Administrative queries etc.
• Venues for facilitating logistical support i.e. a reliable address to receive and send
study guides, prescribed textbooks, assignments, feedback reports, certificates etc.
• Venues for facilitating the sitting of Invigilated Assessment Events.

4.2 Hours of Operation

Normal hours of operation within Boston for telephonic, email or access to premises are
Monday to Thursday 08:00 to 17:00 and on Friday from 08:00 to 13:00. An extension hereof
will be reviewed periodically in accordance with students’ needs.

4
It is important to pre-book and confirm bookings with the selected Support Centre for attendance of video
(TMS/LMS) sessions, assessment uploading and submission and sitting of tests within formative assessment weeks.
16 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
4.3 Head Office Resource Centre

Boston established a Resource Centre (RC) for students and staff at its Head Office in Orange
Grove. The RC provides students and Support Centres with access to national and
international databases for all its information searches. All research and information material
not available in the RC may be obtained for students, faculty, support staff and Support
Centres through inter-library lending or purchasing and disseminating of e-publications.

Head of Library Services Contact details

Nolubabalo Ncoko 087-255-4243
[email protected]

17 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
5. COMMUNICATION AND SUPPORT

5.1 Student Support

Students are encouraged to engage with Educators as and when they have academic queries
- as indicated in section 5.3 below. Educators will provide support during the semester within
office hours, Monday to Thursday.

PLEASE NOTE:
There will be no student support:

• From Educators on a Friday.

• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.

5.2 General and Administrative Support (Administrative – NOT Course Related)

When you communicate with Boston, or when you submit your assignments, it is important
that you provide your:
• Surname and initials
• Student number
• ID number
• Correct postal address and/or email address
• Cellular phone number and/or telephone numbers at home and/or work
• Name of Support Centre selected

Please note that all written communication such as emails, and all queries must be addressed
under specific topics. Please address your queries in writing to the relevant section at the
College i.e. the Administrative Coordinators deal with registrations, student accounts,
timetables, results, etc., the Educators deal with academic content matters such as a query
about a particular theory or concept.

When phoning the Institution please identify your specific query to the switchboard operator
to enable them to put you through to the relevant department and person who can address
your inquiry effectively.

Registrar: Administration Contact details

Ruan Venter 087-255-4290
[email protected]
Assessment Managers Contact details
Roman Adams 087-255-4292
[email protected]
and
087-255-4295
Simone Rustin-Evertse [email protected]

18 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
 Student Accounts Consultant Contact details
Your selected Support Centre Available on website

5.3 Academic Support (Course Related – Not Administrative)

An Educator who is a qualified and experienced subject specialist is appointed for each
module to support students throughout their studies. Academic matters should be addressed
directly with the Educator (see contact details below).

Educator support does not provide support for queries of an administrative nature, such as
due dates or late submissions. Educators deal only with academic content or subject matter-
related queries such as: “... please help clarify the distinction between a debit and a credit, as
appears on page 15 of my Study Guide for Fundamentals of Accounting.”

At least one Educator will be assigned to each module of study. The Educator will be available
to assist students with academic queries related to subject-matter content. They will also be
available to offer assistance and feedback on assessments upon request.

Educators are unable to provide students with answers to questions taken directly from
assignment/s which have not yet been marked. Your Educator may help you with any
topics/content of the prescribed courseware/module content however, your Educator will
not provide you with a direct answer or scrutinise/review your answer to any assignment
question before said assignment has been graded and marks have been released to all
students.

Support Centres are not staffed with Educators and students cannot expect to have their
academic queries addressed by Support Centre staff.

Registrar: Academic Contact details

Nadine Botha 087-255-4277
[email protected]
Academic & Quality Manager (AQM)
Angela Te Roller 087-255-4225
[email protected]
Educator Contact details
Logan Carolus 087-255-4267
[email protected]

Providing quality academic support is of the utmost importance to Boston. In order to ensure
this quality is maintained, Boston has undertaken to ensure the process of engaging with
Educators is as transparent as possible.

Students are able to contact an Educator by means of:

1. E-mail
2. Telephone
3. Face-to-face consultation
4. Video conferencing, such as Microsoft Teams, Zoom or Skype.

19 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
1. E-mail queries must be directed to the Educator for a particular module. The Educator will
reply directly to the student and will copy in the Academic Quality Manager.

2. Telephonic consultations will take place by appointment only. Firstly, this ensures that the
most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure that a
firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly with
the subject matter concerned. Thirdly, the Educator will call the student on the agreed
number at the agreed time. Confirmation of the agreed number and time will be
communicated to the student beforehand. To book a telephonic appointment, students
can either call or e-mail the Educator or Academic Quality Manager.

3. Face-to-face consultations will take place by appointment only. Face-to-face

appointments will take place exclusively at the Head Office in Orange Grove,
Johannesburg. Confirmation of the agreed time will be communicated to the student
beforehand. To request a face-to-face appointment, students can either call or e-mail the
Educator or Academic Quality Manager.

4. Video conferencing consultations will take place by appointment only. Firstly, this ensures
that the most suitable facilitator or tutor is allocated. Secondly, it will also serve to ensure
that a firm arrangement is made, and a sufficient time-slot is allocated to deal thoroughly
with the subject matter concerned. Thirdly, the Educator will video conference the
student at the agreed time. Confirmation of the agreed time will be communicated to the
student beforehand. To book a video conference appointment, students can either call or
e-mail the Educator or Academic Quality Manager.

Students must take note that any further or subsequent communication must be directed to
the Educator or Academic Quality Manager, who in turn will repeat the process described
above.

5.4 Student Wellness

Embarking on higher education studies is an exciting journey. It can also be a time of change
and pressure that may lead to unexpected challenges that affect your academic performance
and/or personal life. Student Wellness is an initiative that offers limited personal support to
our students for assistance and referrals due to personal, social or career issues/concerns.

A dedicated Student Wellness Module is available to all registered students on ColCampus.

The purpose of the module is to provide Boston’s students with information and guidance
regarding a variety of interpersonal, study, and wellness topics, with the aim of making the
transition to college and distance learning as seamless as possible.

Head of Institution/Academic Head Contact details

Dr. Hendrik Botha 087-255-4254
[email protected]
Registrar: Academic Contact details
Nadine Botha 087-255-4277
[email protected]
Student Wellness Contact details
Robyn Wright-Parkin 011-883-0933
[email protected]
20 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
5.5 Summary of Contact Procedure:

Forward your query or questions to the Academic Quality Manager or your Educator via e-
mail, or phone to request an appointment to speak with an Educator.

When contacting your Educator or the Academic Quality Manager, please be specific about
the support you require by providing the following information, together with your personal
information:
• Learning programme name and module code
• Page number and query or question
• Name and Surname
• Student or ID number
• Correct postal address and/or email address
• Correct cellular phone number and/or telephone numbers at home and work

Within two (2) business days (weekends and public holidays are excluded), an Educator will
respond or make direct contact with you. The Educator’s response will also be copied to the
Academic Quality Manager’s e-mail address for record keeping and quality control purposes.

PLEASE NOTE:

There will be no student support:

• From Educators on a Friday.
• From HE Faculty between Semester A and Semester B. See HE Academic Calendar for
relevant dates.
• From HE Faculty between Semester B and Semester A of the following year. See HE
Academic Calendar for relevant dates.

21 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
6. REQUIREMENTS TO COMPLETE THE MODULE SUCCESSFULLY

6.1 General

This is an examined module. To enable students to complete this module successfully

students must have the following:
• Access to TMS and the LMS
• A Course Outline, available on the LMS
• Prescribed textbook(s) and/or study guide, and, where applicable, recommended
textbooks and journal readings
• A file to keep printouts of own sourced additional readings, records, copies of
submitted formative assessments (assignments and/or reports) and any other
materials not stored electronically for reference purposes
• Completion of the learning activities in the LMS, and that appear throughout each unit
in the study guide and/or prescribed textbook; as well as the self-evaluation section
that appears at the end of each study unit, referencing the aligned chapter(s), which
should then be filed for reflective and preparation of summative assessment
(Invigilated Assessment Event (examination))
• Submission of the formative assessments (assignments and/or participation in the
tests) and summative assessments (Invigilated Assessment Events (examinations)
and/or assignments) within the LMS or at the Support Centre
• Commitment to viewing filmed lectures hosted in the LMS or available on TMS at the
Support Centres, especially those learners who study better through audio and/or
visual means
• Commitment in re-viewing filmed lectures when the sub-minima has not been
obtained in formal formative assessments
• Commitment in re-viewing specific sections of the filmed lectures when a topic and/or
specific unit is not yet completely mastered.

6.2 Comments on the Study Guide and/or Prescribed Textbook

• The point of departure is the module specific study guide and/or prescribed textbook.
• It is the core component of the learning material and guides the student structurally
through each module.
• The learning activities contained within the study guide and/or prescribed textbook
and the referencing to the self-assessment activities are of utmost importance to
ensure and assess understanding of the learning content.
• All the study material required for examination purposes is contained in the study
guide and/or prescribed textbook.
• Please note that students may have to consult additional sources to complete the
various formative or summative assessments such as academic or business journal
articles or a site visitation.
• Content in the study guide and/or prescribed textbook is presented in such a manner
that students will be able to master the study material through self-study.
• The formative assessment (assignment) is presented in such a manner that students
will be able to master completion through both self-study, and use of the study guide
and/or prescribed textbook.
• At the end of each unit in the study guide and/or prescribed textbook are a selection
of questions or self-evaluation tests and/or activities, through which students can
22 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
 assess their ability to master the study material and make their own meaning of the
work covered in the unit.
• Above average results/marks will be allocated to answers in formative assessments
(assignments and/or tests) and in the summative assessments (Invigilated Assessment
Events (examinations)), if the examiner notes that the selected content was studied
thoroughly. Some questions may be aimed at assessing the insight students acquired
into the study material with application-based questions.

6.3 Prescribed Course Material

• Botha, E., Kiley, J., Werner, A. & Bergh, Z. (ed.) 2021. Introduction to Work
Psychology. 3rd Edition. Cape Town: Oxford University Press.

6.4 Recommended Reading

Reading 1: Google Scholar

• Kalakoski, V., Selinheimo, S., Valtonen, T., Turunen, J., Kapykangas, S., Ylisassi, H.,
Toivio, P., Jarnefelt, H., Hannonen, H., & Paajanen, T. 2020. Effects of a cognitive
ergonomics workplace intervention (CogErg) on cognitive strain and well-being: A
cluster randomized controlled trial. BMC Psychology, 8(1): 2-16.

Reading 2: Sabinet
• Salaj, A., Baricic. & Maamari, B. 2017. How the economic crisis affects workplace
conditions and occupational health. Journal of Construction Project Management and
Innovation, 8(2): 2088-2103.

Reading 3: Google Scholar

• Heyns, M.M. & Kerr, M.D. 2018. Generational differences in workplace motivation.
South African Journal of Human Resource Management, 16(1): 1 – 10.

• Any topical or related articles students may access, such as academic, newspapers,
trade magazines or through the Internet.
• References made to journals and other articles and websites in the bibliographies
contained in the e-prescribed textbook and recommended textbooks.

6.5 Additional Teaching and Learning Activities

• During the course of the semester Additional Teaching and Learning activities will be
provided. These may include AI Tutor sessions. Additional Teaching and Learning
activities are aimed at enriching students’ learning experience and ensuring that
students are exposed to a variety of resources.
• AI Tutor has been designed to provide a personalised learning experience for each
student and offers instant feedback tailored to that individual’s needs. AI Tutor
engages with the student via questions, allowing the student to respond and engage.
This bespoke approach mirrors the Socratic dialectical technique, stimulating critical
thinking and deeper understanding through personalised, question-driven dialogue.

23 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
 • These Additional Teaching and Learning activities are neither compulsory nor
weighted, but participation is encouraged and to the benefit of the student.

24 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
7. MODULE STRUCTURE AND ASSESSMENT SPECIFICS

7.1 Module Structure

Two different types of assessments are used in the module:

• Formative assessments (such as individual assignments and tests)
• Summative assessments (such as Invigilated Assessment Events (examinations) and
assignments).

In support hereof, the academic year is divided into two (2) semesters, each consisting of a
twenty (20) week cycle5 with provision for the following:
o Ten (10) weeks dedicated to teaching and learning of study units and prescribed texts
o Additionally, structured throughout, four (4) weeks dedicated to formative
assessment and feedback opportunities for semester marks
o Finally, four (4) weeks, depending on examination dates, are dedicated to preparation,
sitting and submission of summative assessments, plus two (2) weeks for the
finalisation and release of overall module results.

This module makes use of the: AS4 Assessment Strategy

o Two (2) Formative Assessment (FA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o FA1 is in the form of an assignment
o FA2 is in the form of a quiz

o Two (2) Summative Assessment (SA) opportunities:

o Both are formally assessed for semester marks and contribute towards the final
module mark
o SA1 is an Invigilated Assessment Event in the form of a Paper-based Exam
Invigilated Assessment Event (examination)
o SA2 is in the form of an assignment (research essay)

7.2 Formative Assessments

The purpose of formative assessments is to determine where students are in relation to where
they should be in terms of the specific outcomes for each module. Formative assessments assist
students and Educators with making a determination as to what work will have to be revisited.
Thus, formative assessments are very important for students to monitor their progress and their
readiness to sit for examinations (summative assessments).

Formative assessments, excluding Invigilated Assessment Events which follow the protocols of
examination sittings (see also section 7.3 below), must be submitted for marking by uploading
to the LMS (refer to Annexure C) which can be accessed at the Support Centre or from home.

5
For a detailed breakdown of the 20 week cycle, in table format, pertaining to this module, see Annexure B.
25 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
To complete your formative assessment, please take note of the following:

Formative Assessment (FA1)

• Read the instructions for the assessment carefully before commencing with the
assessment.
• Remember to provide your:
o initials
o surname
o student number
o ID number
o email address
• In cases of assignments, essays, research papers or reports remember the following:
o Provide your student number at the top of each page of your assignment.
o Make sure that pages are numbered correctly.
• Complete and submit your assessment well ahead of the due date.
• Every formative assessment must be submitted from the correct module page on the
LMS. If a student submits their assessment incorrectly (for example, submitting a
Company Law 1 assignment in the Business Management 1 module page), the student
forfeits the grade for the assignment and will be awarded 0%. Boston does not assume
responsibility for ensuring that a student’s assignment reaches the correct
Educator/grader. Students have to ensure that they submit their assignment correctly
in order for a mark to be awarded.

Formative Assessment 2 (FA2):

• Formative Assessments 2 MCQ quizzes consists of 50 multiple choice questions. The
questions can be found, along with Formative Assessment 1 and Summative Assessment
2, in the Course Outline for this module. Use the assessment as provided in your Course
Outline to prepare your answers.
• It is important to note, however, that a Formative Assessment 2 MCQ quiz is not
submitted in document form online. Rather, it is an online quiz to be completed on
ColCampus. The online quiz will be open for student attempts at the start of the
semester, and students can attempt the quiz an unlimited amount of times.
• The quiz must be completed and submitted by the due date for the Formative
Assessment 2 as per the Academic Calendar. Failure to complete the quiz by that date
will cause a mark of 0% to be awarded for the Formative Assessment 2 event.

7.3 Summative Assessments

Summative Assessment 1 (SA1):

Students are required to sit for a final integrative summative assessment (Invigilated Assessment
Event) for the module at the end of the semester. This will be completed under invigilated
conditions as this is an Invigilated Assessment Event (examination).6

To prepare for the examinations, please take note of the following:

• Study all the content as outlined in the study guide and/or prescribed textbook.
• Do not take unnecessary risks and ensure that all module content is studied thoroughly.
• Identify themes and refer to the specific outcomes and assessment criteria of each unit
or chapter.

6
See inter alia HE Invigilated Assessment Event Rules
26 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
• Answer the learning activities questions provided at the end of each unit or referenced
self-assessment questions per chapter in the study guide and/or prescribed textbook. This
will provide an indication of the level of mastery of study material.
• Plan your studies according to the examination dates and the due date set for your
assessment in Annexure C: Academic Calendar.

Summative Assessment 2 (SA2):

In addition to SA1, students are required to complete and submit a final integrative summative
assessment (assignment) for the module per the HE Academic Calendar. This will be in the form
of a research essay. It must be in typed format and uploaded on the LMS.

27 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
8. GRADE REQUIREMENTS

The Formative and Summative assessments are weighted according to the following
guidelines:

• Formative assessment is weighted forty percent (40%) of the final module mark

• Summative assessment is weighted sixty percent (60%) of the final module mark

8.1 General

The combination of type of assessment, weighting per assessment, sub-minimum per

assessment, and overall module pass requirements are detailed in the Table below.

Assessment/Type Weight
Due Date: Formative
Refer: Academic Calendar Assessment 1 20%
Due Date: Formative
Refer: Academic Calendar Assessment 2 20%
Due Date: Summative
Refer: Academic Calendar Assessment 1 50%
Due Date: Summative
Refer: Academic Calendar Assessment 2 10%

8.2 Summative Assessment Entry Requirements

There are no entry requirements for the Summative Assessments, however the overall mark
will be calculated from the student’s performance on the formative assessment (FA) and
summative assessment (SA).

The two FAs will count forty percent (40%) – twenty percent (20%) each – towards the overall
mark. The two SA’s, in the form of a final exam will count fifty percent (50%) and a research
or reflective essay will count ten percent (10%) towards the overall mark.

8.3 Requirements for Promotion and Distinction

In order to obtain a pass result for a module and be awarded the module credits (promoted),
students must obtain a module average of fifty percent (50%) or higher. The average is
calculated according to the weightings as indicated in the table above. For a student intending
to be promoted with “Distinction”, a module average of seventy-five percent (75%) or higher
is required.

8.4 Supplementary Assessments

There are no supplementary opportunities available for the Formative Assessments. Students
who do not qualify for promotion (i.e. have not obtained a module average of 50%), are
eligible to participate in supplementary summative assessment/s.
28 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
9. STUDY PROCEDURE AND GUIDELINES FOR COMPLETING ASSESSMENTS

• Study the content of each unit and/or chapter before proceeding to the next unit
and/or chapter.
• Complete the learning activities within each unit and self-assessment questions at
the end of each unit and/or chapter.
• Complete and submit your assessments as soon as possible.
• Students must keep in mind that although all Educators are professional
academics, they are also human. A well-presented answer, in typed or printed
format, will make it easier for the examiner to read answers and to evaluate the
student’s knowledge.
• Answers must be neat, well organised and grammatically edited.
• Formative Assessment questions may also be used as Summative Assessment
questions.

29 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
10. PLAGIARISM

Plagiarism (copying) is a serious offence and is a contravention of the Copyright Act (98 of
1978) of South Africa. Students are guilty of plagiarism when they appropriate the ideas and
work of others without due recognition. For detailed information about the nature of
plagiarism, as well as how to avoid committing plagiarism, refer to Annexure D.

It is important to note that plagiarism has been committed when two or more students
submit identical, verbatim copies of the same assessment and/or examination answers. The
Academic Committee reserves the right to take appropriate action in cases where plagiarism
is found. Should it be found that a student copied an assessment or examination answer from
a fellow student, both students involved will not receive their result for that particular
assessment.

10.1 Copyleaks
10.1.1 What is Copyleaks?
Copyleaks is a comprehensive anti-plagiarism software that is utilised by Boston to prevent
plagiarism and detect academic dishonesty and/or unethical behaviour. Copyleaks also
identifies AI-generated text. Plagiarism and AI Content identified by Copyleaks reflects in the
relevant Copyleaks Plagiarism and Al Content Detection Report (“Copyleaks Report”). Where
an Assessment is linked to Copyleaks, a Copyleaks Report will be generated automatically
when you submit your assignment on ColCampus. The Copyleaks Report is visible to you and
your Educator and is considered (see below) when grading the assignment.

10.1.2 How does Copyleaks work?

Copyleaks, as an artificial intelligence platform, is able to compare text from online and other
sources and detect plagiarism and/or AI generated content. After submitting your
assignment, you will receive a comprehensive Copyleaks Report which displays the aggregate
similarity percentage and the aggregate AI Content Detection percentage. When accessing
this Copyleaks Report via ColCampus, the Copyleaks Report is interactive, and you can toggle
between Matches (plagiarism) and AI Content. You can also download a PDF version of the
Copyleaks Report.

To ensure that students abide by ethical practices when completing and submitting
assignments, the plagiarism verification system, Copyleaks, has been implemented. This tool
will verify the level of similarity between a student’s submitted assignment and other original
sources as well the use of AI Generated content. With each FA1 and SA2 submission that a
student uploads onto ColCampus, a Copyleaks report will be issued, indicating a Similarity and
AI Content percentage. This report will serve as an indicator to both the student, as well as
the grader. As students can submit assignments multiple times before the due date, a
Copyleaks report will be issued for the final submission.

For a Copyleaks report to be issued, students are required to take the following steps when
uploading FA1 and SA2 assignments onto ColCampus:

• No scanned PDF assignments are allowed to be submitted. Assignments MUST be directly

converted from MS Word to PDF format.

30 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
• For assignments with multiple file type submissions, as instructed in the specific
assignment, the required PDF document must be uploaded LAST.

• For HPSW230-1 – Formative Assessment 1 (FA1): A Copyleaks Report will be issued via
ColCampus once the assignment is submitted. Please ensure that you follow the correct
steps when uploading your assignment, to ensure that the Copyleaks Report is correctly
issued. If the incorrect document is uploaded, or if no Copyleaks Report is issued, a mark
of zero (0) will be awarded. If the Copyleaks Report indicates that a 30%
similarity/plagiarism score has been exceeded, 25% of the assessment total will be
deducted from the final grade.

• For HPSW230-1 - Summative Assessment 2 (SA2): A Copyleaks Report will be issued via
ColCampus once the assignment is submitted. Please ensure that you follow the correct
steps when uploading your assignment, to ensure that the Copyleaks Report is correctly
issued. If the incorrect document is uploaded, or if no Copyleaks Report is issued, or if
the Copyleaks Report indicates that a 30% similarity/plagiarism score has been
exceeded, a mark of zero (0) will be awarded.

• Delays in viewing the similarity report might intermittently be experienced, especially

in the last few hours before the cut-off time. Students should allow for at least 24 hours
for a report to be generated. Time management is thus critically important - uploading
and checking similarity scores should NOT be left until the last minute.

Please refer to the Copyleaks Guide for Students in the HE Library module (on ColCampus) for
a basic “how-to” guide to the system.

Suspected Cheating

A Copyleaks Cheat Detection alert (see below) will indicate possible suspected cheating
whereby Copyleaks has identified attempts to cheat or “fool” the anti-plagiarism software by
making use of hidden characters.

If applicable, the Cheat Detection alert will appear in the Copyleaks Report when a scan has
detected an abnormality in the submitted document. These abnormalities are usually present
due to a student’s efforts to cheat or “fool” the plagiarism scan. Certain software when
utilised may also result in a Cheat Detection Report being issued. In order to avoid this, please
ensure that you follow the abovementioned requirement whereby assignments must be
directly converted from MS Word to PDF before being submitted. Please refer to your
relevant HE Student Induction Letter wherein details are provided how to access inter alia the
Microsoft Office Suite, which includes access to MS Word.

Where a Cheat Detection Report is issued, the student’s submission will automatically be
treated as if it received a similarity/plagiarism score in excess of 30%.

31 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
11. CONCLUSION

The best way to prepare for an assessment is to work methodically and continuously
throughout the semester. This requires students to:
• Plan and programme their studies, and the writing of assessments by taking into account
their personal and work schedules and other commitments.
• Make a habit of planning well ahead and noting in advance those dates and events that
could affect their studies.
• Arrange study leave and study blocks well in advance.

We wish you every success in your studies!

32 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
ANNEXURE A:

EXPLANATION OF ACTION VERBS REQUIRED FOR COMPLETING ASSESSMENTS

Action verb Description

Analyse Describe the different parts of a topic and explain how they work
together or not. Give arguments for and against each situation. A
reasonable amount of insight must be shown in terms of knowledge
already gained in this regard.
Apply Show the application of acquired knowledge or given information in
practice or in relation to what is asked. Use knowledge to find an
answer to the question.
Comment Give your own opinion regarding the subject matter and illustrate it
through examples. Interpret and evaluate.
Compare Contrast facts, events or problems and indicate the similarities and
differences, or analyse the similarities and differences between
statements, ideas, etc.
Contrast Point out the differences between certain objects, facts, events or
characteristics.
Criticise Point out the good and bad characteristics or viewpoints and give your
own opinion after taking into account all the facts.
Define Give a clear, to the point, systematic explanation or description of
concepts; to reflect the precise meaning thereof.
Describe Give the characteristics, basic facts or results in a logical, systematic
and well-structured manner. Comments and your own interpretation
are not necessary.
Discuss Give terminology and concepts in your own words with comments or
your own interpretation. Compare, contrast and debate.
Design Create and plan. Portray by means of illustrations or concrete objects.
Create a model with a specific objective in mind and indicate the
planning phase.
Evaluate Make an assessment of values based on specific points of reference or
criteria and give your own opinion. Do not describe. Personal
viewpoints may be given.
Explain Clarify the term, concept or topic by presenting it with your own
knowledge and words. If required you can use illustrations, descriptions
or simple logical layout of the facts.
Illustrate Use a sketch, picture, diagram, graph or concrete item to explain a
concept or solve a problem. This can also mean to give examples in
well-chosen, descriptive words.
Motivate Provide reasons and comment.
Summarise State the key or most important aspects of a topic without detail,
illustrations, critical analysis and discussion.

33 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
ANNEXURE B:

PROPOSED STUDY PROGRAMME

Each semester has a 14-week duration from the last day of Registrations to the start of the
Examination Period. We strongly recommend that students follow the study programme for
the course outlined below closely. It is important not to fall behind. Students are expected
to apply a great deal of self-discipline otherwise they may be unprepared for the examination.
See Table overleaf.

34 HPSW230-1-Jan-Jun2025-Course Outline-CB-V.1-05022025
ANNEXURE B: PROPOSED STUDY PROGRAMME

WORKPLACE PSYCHOLOGY (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended VIDOES & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: INTERACTIONS (FA) (SA)
• Reflect on change and technology in and
beyond the work environment of the
2020s.
• Explain the Fourth Industrial Revolution
and related technologies.
• Describe virtual working with reference to
employment in South Africa, its future and
advantages and disadvantages.
• Describe the study fields and subfields of
psychology and organisational and
industrial psychology (I-O) psychology. Complete
Take note
• Give examples of jobs and careers related Self-
of
to applied fields of I-O psychology. Assessment
Unit 1 Relevant important
• Describe and compare the tasks of I-O 144 Activities
1 (Chapter 1): Chapter: N/A dates in
psychologists and human resource mins and AI
216 mins 72 mins your
practitioners. Tutor
Academic
• Reflect on the ideas and needs for the Lesson:
Calendar
indigenisation of psychology in South 288 mins
Africa.
• Comment on the identity and scientific
status of I-O psychology in general and in
South Africa.
• Explain issues related to the training,
registration, practice, and governance of
psychology in South Africa.
• Consider the future challenges of I-O
psychology, both globally and in South
Africa.

35 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: INTERACTIONS (FA) (SA)
• Describe the focus of structuralism and
functionalism and indicate their current
relevance.
• Explain and compare how behaviourism,
psychoanalysis and cognitive psychology
study the human psyche and personality.
• Compare the study of human behaviour and
personality according to the trait, biological,
African and Eastern approaches.
• Explain humanist and positive psychology
assumptions and their value in studying
Complete
well-being.
Self-
• Discuss and compare the assumptions of Unit 2 Relevant
Assessment
gestalt psychology, eco-systemic, and (Chapter 2): Chapter: 144
2 Activities N/A
cultural approaches to explain human 216 mins 72 mins mins and AI
behaviour and personality.
Tutor
• Evaluate the meaning and value of nature, Lesson:
nurture and context when used in 288 mins
psychology.
• Explain paradigms specific to I-O psychology
with regard to employee and organisational
management.
• Discuss postmodernism and constructivism
as approaches to adapt or change the
meaning of knowledge.
• Reason how the concepts of context and
culture relate to diversity management in
the work context.

36 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: INTERACTIONS (FA) (SA)
• Discuss the roles of genetics and
environmental influences in human
behaviour.
• Describe the nervous system with regard to Complete
neurons, and the different divisions of the Self-
central nervous system. Assessment
Unit 3 Relevant
Activities
3 • Explain the different areas of the brain and (Chapter 3): Chapter: 144
N/A
mins and AI
their functions. 216 mins 72 mins
Tutor
• Indicate the various biological systems, and Lesson:
the implications for the workplace. 288 mins
• Discuss the impact of robotics on biological
processes related to the workplace.
• Refer to the ergonomic work design.

37 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: INTERACTIONS (FA) (SA)
• Define human and career development and
related concepts.
• Explain the determinants and domains of
human development.
• Indicate how sensitive periods influence
human and career development.
• Evaluate the importance of human
development for career development.
Complete
• Explain the various stages of career
Self-
development and related developmental Assessment
4
tasks. Unit 4 Relevant
144 Activities
• Explain types of careers and career success. (Chapter 4): Chapter: N/A
mins and AI
216 mins 72 mins
• Discuss cultural and gender-related career Tutor
issues in human development. Lesson:
• Discuss the issues of career anchors and life- 288 mins
work balance in career development.
• Evaluate continuous learning, adaptability
and employability in career development.
• Evaluate the relevance of human and
career development theory and practices.

38 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: INTERACTIONS (FA) (SA)
Estimated
View/study preparation
Submit FA1
Sample time: 6 hours
5&6 DUE: FORMATIVE ASSESSMENT 1 Review Review N/A online via
Formative Due:
ColCampus
Assessments 27 March
2025
• Explain productive thinking and concept
formation.
• Describe the memory process, including
strategies for enhancing memory and
memory loss through forgetting. Complete
Self-
• Discuss aspects that influence the Assessment
development of language such as home Unit 5 Relevant
144 Activities
7 environment and social media. (Chapter 6): Chapter: N/A
mins and AI
• Provide an overview of different 216 mins 72 mins
Tutor
approaches to understanding and
Lesson:
measuring intelligence.
288 mins
• Outline strategies for effective problem
solving and decision-making with due
attention to ethical decision-making.
• Explain creativity and how to develop it.

39 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: INTERACTIONS (FA) (SA)
• Identify and distinguish the differences
between key concepts associated with
learning and development.
• Discuss the key training and skills-
development challenges and priorities in
the South African employment context.
• Describe the impact of training, learning
and development on the performance of
organisations. Complete
• Explain the role of analysis in determining Self-
training and development needs. Assessment
Unit 6 Relevant
• Differentiate between on-the-job, off-the- Chapter 7: Chapter:
144 Activities
8
job and management training methods. mins and AI N/A
216 mins 72 mins
• Discuss the appropriateness of the different Tutor
training methods that are available to Lesson:
organisations. 288 mins
• Elaborate on the role of training evaluation
in ensuring the quality of workplace
learning programmes.
• Describe how the workplace can be used as
an active learning environment.
• Explain the impact of key legislation on
workplace learning in the South African
context.

40 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: INTERACTIONS (FA) (SA)
• Define motivation and emotion and the
critical concepts related to these.
• Distinguish between the different theories
of motivation and their relative purposes.
• Discuss the practical application of various Complete
motivational strategies in the workplace. Self-
• Discuss how employees are motivated in Assessment
Unit 7 Relevant
the workplace using multiple theories of 144 Activities
9 (Chapter 8): Chapter: N/A
motivation. mins and AI
216 mins 72 mins
• Explain the impact of emotion on Tutor
motivation using different theories of Lesson:
emotion. 288 mins
• Discuss the impact of culture on emotion.
• Critically analyse various motivational
concepts for improving employee
motivation.

41 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: INTERACTIONS (FA) (SA)
• Explain the importance of viewing the
organisation as an open system.
• Outline the characteristics of organisational
designs associated with Industry 4.0 /
Fourth Industrial Revolution.
• Suggest strategies for optimising Complete
performance in virtual teams. Self-
• Suggest ways in which group development Assessment
Unit 8 Relevant Activities
can influence and enhance group efficiency. 144
10 (Chapter 9): Chapter: N/A
• Explain the impact of group structure on mins and AI
216 mins 72 mins
group behaviour and effectiveness. Tutor
• Explain how group processes can either Lesson:
hinder or enhance group behaviour and 288 mins
effectiveness.
• Suggest strategies for aligning employee
behaviour with the desired organisational
culture.
• Discuss social change in organisations.
Estimated
View/study Complete
preparation
Sample FA2 online
11 DUE: FORMATIVE ASSESSMENT 2 Review Review time: 6 hours N/A
Formative via
Due:
Assessments ColCampus
02 May 2025

42 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and recommended VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
material for the week, you should be able to: INTERACTIONS (FA) (SA)
• Explain the nature, origin and purpose of
attitudes.
• Explain how individuals can change their
attitudes through restoring cognitive
dissonance and reflective practice.
• Explain how attitudes can be changed
through persuasive communication.
Complete
• Discuss job satisfaction, organisational Self-
commitment, organisational citizenship Assessment
behaviour, engagement and happiness. Unit 9 Relevant
144 Activities
12 • Explain the nature and origin of values. (Chapter 10): Chapter: N/A
mins and AI
216 mins 72 mins
• Discuss Schwartz’ theory of basic values as a Tutor
framework for understanding the values held Lesson:
by individuals. 288 mins
• Discuss how cultural value systems, as
presented by Hofstede and the Globe
project, manifest themselves, especially in
sub-Saharan organisations.
• Discuss organisational values linked to
transformation and social change in South
Africa.

43 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
After studying the prescribed and VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
recommended material for the week, you INTERACTIONS (FA) (SA)
should be able to:
• Explain the value of work with regard to
psychological well-being.
• Distinguish between the well-being and
pathogenic approaches.
• Briefly explain the positive psychology
approach to psychological health.
• Differentiate between psychological
disorders and work dysfunctions. Complete
• Explain some of the well-being concepts Self-
used to enhance optimal functioning. Assessment
Unit 10 Relevant
• Evaluate indigenous African explanations of (Chapter 11): Chapter:
144 Activities
N/A
13
psychological health. mins and AI
216 mins 72 mins
• Identify possible causes related to Tutor
psychological health. Lesson:
288 mins
• Identify different types of stressors that
impact on personal and work adjustment.
• Compare the main characteristics of
different psychological disorders.
• Describe the characteristics of various types
of work dysfunctions.
• Explain psychological health promotion
referring to various levels of intervention.

44 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE B: PROPOSED STUDY PROGRAMME

Workplace Psychology (HPSW230-1)

WEEK LEARNING OUTCOMES COLCAMPUS FORMATIVE SUMMATIVE
PRESCRIBED RECOMMENDED
VIDEOS & ASSESSMENT ASSESSMENT OTHER
COURSEWARE BOOK(S)
INTERACTIONS (FA) (SA)
Review
Review Self-
feedback on
Assessment
graded FA1 &
14 REVISION & EXAM PREPARATION Review Activities and Review - -
FA2 and end
AI Tutor
of unit
Lessons
revision
Complete SA1
SA1 – invigilated
Examination: paper-based
View all
Review 27 May 2025 exam –
previous
Sample submit via
15 - 17 EXAM WEEKS Review Review FA’s with
Summative SA2 – ColCampus
suggested
Assessment Research
solutions
Essay: Submit SA2
06 June 2025 online via
ColCampus

45 HPSW230-1-Jan-Jun2025-Proposed Study Programme-CB-V.1-05022025

ANNEXURE C: HE ACADEMIC CALENDAR: UNDERGRADUATE

HE Academic Calendar - Undergraduate

Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
February 14 17:00 Applications Close
February 15 13:00 Registrations Close
1 February 17 Studies Commence - Week 1
FA1 – Assignment Due
Submit online via ColCampus no later than
6 March 27 23:59 27 March 2025 23:59
HACP130-1, HADC401-1, HADC402-1, HADE400-1,
HADF400-1, HADL400-1, HADR1181, HADR400-1,
HBRD1181, HADV100-1, HADV1181, HADV200-1,
HADV300-1, HALL130-1, HALT130-1, HANT130-1,
HAPR300-1, HAPS1181, HASD200-1, HAUD200-1,
HAUD230-1, HAUD331-1, HAUD332-1, HBFB1181,
HBLE300-1, HBMN100-1, HBMN102-1, HBMN1181,
HBMN130-1, HBMN200-1, HBMN201-1, HBMN230-1,
HBMN231-1, HBMN232-1, HBMN233-1, HBMN300-1,
HBMN301-1, HBMN330-1, HBMN331-1, HBMN333-2,
HBMN334-1, HBMT1181, HBRD300-1, HBRD330-1,
HCBB1181, HCGA232-1, HCGE130-1, HCGE231-1,
HCGE232-1, HCHR1181, HCLT106-1, HCLT107-1,
HCLT108-1, HCNM1181, HCONL330-1, HCOU1181,
HDBP200-1, HECO231-1, HECO232-1, HEFA1181,
HEMK1181, HENT100-1, HENT1181, HENT130-1,
HENT200-1, HENT230-1, HENT300-1, HENT330-1,
HEPSFA1181, HERL230-1, HERL330-1, HETA231-1,
HEVM100-1, HEVM1181, HEVM200-1, HEVM300-1,
HFAC131-1, HFAC132-1, HFAC201-1, HFAC231-1,
HFAC232-1, HFAC301-1, HFAC302-1, HFAC331-1,
HFAC332-1, HFAC333-1, HFAC334-1, HFMN230-1,
HFMN233-1, HFMN300-1, HFMN301-1, HFMN302-1,
HFMN330-1, HFMN331-1, HGOP330-1, HHIVC1181,
HHM1181, HHMP1181, HHP1181, HHRD100-1,
HHRD130-1, HHRD200-1, HHRD230-1, HHRD300-1,
HHRF1181, HHRM100-1, HHRM130-1, HHRM200-1,
HHRM230-1, HHRM300-1, HHRM331-1, HHRM332-1,
HHRM333-1, HHS1181, HHTD1181, HHWPT1181,
HIAI1181, HICMA1181, HIFSE1181, HIIR1181,
HILFA1181, HIMC300-1, HIND1181, HINT1181,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,
HISM300-1, HITFA1181, HLAA130-1, HLGE330-1,
HLTX330-1, HLWC1181, HLWC130-1, HLWC200-1,
HLWH1181, HLWL200-1, HLWL300-1, HLWM200-1,
HLWS130-1, HMAC200-1, HMAC202-1, HMAC230-1,
HMAC300-1, HMAC330-1, HMKR1181, HMKT100-1,
HMKT1181, HMKT130-1, HMKT200-1, HMKT230-1,
HMKT300-1, HMKT330-1, HMLW1181, HNTS300-1,
HODV1181, HPAA200-1, HPAD1181, HPDL230-1,
HPI1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPR200-1, HPRM1181,
HPSW200-1, HPSW230-1, HPSY131-1, HPSY132-1,
HPSY231-1, HPSY232-1, HPSY331-1, HPSY332-1,
46 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025
 HE Academic Calendar - Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HPX100-1, HPXN200-1, HPXS200-1, HRDC1181,
HRMB330-1, HRMM330-1, HRMS230-1, HRMS331-1,
HRP1181, HSAD300-1, HSCI1181, HSDJ1181,
HSEC1181, HSEC200-1, HSFT300-1, HSHE1181,
HSMS1181, HSOC131-1, HSOC132-1, HSOC231-1,
HSOC232-1, HSOC331-1, HSOC332-1, HSOS1181,
HSPM300-1, HSPS1181, HSYD100-1, HSYD201-1,
HSYD202-1, HSYD300-1, HTAX201-1, HTAX202-1,
HTAX230-1, HTAX331-1, HTAX332-1, HTCP300-1,
HTDP1181, HTDS1181, HTDSA1181, HTOP1181,
HTSS100-1, HTTM1181, HWADE1181, HWBHR330-1,
HWBMM330-1, HWBSS330-1, HWCACP1171,
HWBAC230-1, HWCBMP1171, HWCGMT1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCMDM1181, HWCHAP1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWFM300-1, HYFT1181, HACC130-1,
HSUC330-1, HACL230-1, HADR330-1, HADR230-1,
HALP100-1, HAOA100-1, HBMN131-1, HCIV130-1,
HCLT131-1, HCML130-1, HCON130-1, HCRI230-1,
HGPLC230-1, HCRI231-1, HDEL330-1, HGPLD230-1,
HECO130-1, HENG100-1, HENG130-1, HFAM230-1,
HLWE230-1, HFCC330-1, HCML330-1, HINS230-1,
HLWI230-1, HITL130-1, HLAC330-1, HLLW330-1,
HLOP130-1, HLWP130-1, HLPR230-1, HPLW230-1,
HLRW230-1, HCYLW230-1, HRML330-1, HLSOC130-1,
HALP1181, HADM100-1, HBTB1181, HLWC230-1,
HFOA100-1, HIAP1181, HFAC130-1, HIT1181,
HIPLW130-1, HCMLW230-1, HSCP130-1
FA1 – Online Quiz Due
Complete online via ColCampus no later than
6 March 27 23:59 27 March 2025 23:59
HCLT101-1, HCLT103-1, HCLT104-1, HCLT105-1,
HNTS221-1, HNTS222-1, HPXN301-1, HPXS301-1,
HCLT1181, HCLT130-1, HCLT133-1
9 April 17 17:00 FA1 - Results Release
10 April 23 13:00 FA1 - Results Appeal Close and Release
FA2 – Assignment Due
Submit online via ColCampus no later than
11 May 2 23:59 2 May 2025 23:59
HACP130-1, HALL130-1, HALT130-1, HBMN130-1,
HBMN330-1, HCGE231-1, HCGE232-1, HCLT104-1,
HCLT107-1, HCLT108-1, HEFA1181, HENT130-1,
HFMN330-1, HGOP330-1, HHRD130-1, HHRM130-1,
HHRM332-1, HHRM333-1, HISL130-1, HLGE330-1,
HLWC130-1, HMAC330-1, HMKT130-1,

47 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

 HE Academic Calendar - Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HMKT330-1,HPI1181, HSYD100-1, HSYD201-1,
HWBHR330-1, HWBMM330-1, HWBSS330-1,
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHCM1171, HWBAC230-1, HWCHMP1181,
HWCHPR1181, HWCHRM1171, HWCHRP1181,
HWCLSP1171, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCHAP1181,
HWCMTM1181, HWCPLP1181, HWCTTMP1181,
HWDBM300-1, HWDEM300-1, HWDFA300-1,
HWDHR300-1, HWDMM300-1, HACC130-1,
HACL230-1, HADR330-1, HBMN131-1, HCLT131-1,
HCON130-1, HDEL330-1, HECO130-1, HFAM230-1,
HLPR230-1, HPLW230-1, HLRW230-1, HRML330-1,
HLSOC130-1, HFAC131-1, HFAC132-1, HFAC231-1,
HFAC232-1, HFAC332-1, HFAC331-1, HFAC333-1,
HFAC334-1, HLAA130-1, HTAX331-1, HTAX230-1,
HTAX332-1, HMAC230-1, HMAC330-1, HETA231-1,
HBMN233-1, HFMN230-1, HFMN331-1, HCGA232-1,
HAUD331-1, HAUD332-1, HAUD230-1, HLWC230-1,
HFAC130-1, HCMLW230-1
FA2 – Online Quiz Due
Complete online via ColCampus no later than
11 May 2 23:59 2 May 2025 23:59
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR400-1, HANT130-1, HBMN230-1,
HBMN231-1, HBMN232-1, HBMN331-1, HBMN333-2,
HBMN334-1, HBRD330-1, HCGE130-1, HCLT101-1,
HCLT105-1, HCONL330-1, HECO231-1, HECO232-1,
HENT230-1, HENT330-1, HEPSFA1181, HERL230-1,
HERL330-1, HFAC201-1, HFMN233-1, HHRD230-1,
HHRM230-1, HHRM331-1, HIFSE1181, HILFA1181,
HLTX330-1, HLWS130-1, HMAC200-1, HMKT230-1,
HPDL230-1, HPSW230-1, HPSY131-1, HPSY132-1,
HPSY231-1, HPSY232-1, HPSY331-1, HPSY332-1,
HRMB330-1, HRMM330-1, HRMS230-1, HRMS331-1,
HSOC131-1, HSOC132-1, HSOC231-1, HSOC232-1,
HSOC331-1, HSOC332-1, HCIV130-1, HCLT1181,
HCLT130-1, HCML130-1, HCRI230-1, HGPLC230-1,
HCRI231-1, HENG130-1, HFCC330-1, HCML330-1,
HINS230-1, HLWI230-1, HITL130-1, HLAC330-1,
HLLW330-1, HLOP130-1, HLWP130-1, HSUC330-1,
HCLT133-1, HIPLW130-1, HLWE230-1, HGPLD230-1,
HCYLW230-1, HADR230-1, HSCP130-1
HPXN302-1 FA1 Online Quiz and HPXN302-1 Draft
Project Proposal Assignment Due. Submit online via
11 May 2 23:59 ColCampus no later than 2 May 2025 23:59.
HPXS302-1 FA1 – Online Quiz Due. Submit online via
11 May 2 23:59 ColCampus no later than 2 May 2025 23:59.

13 May 16 17:00 FA2 - Results Release

48 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

 HE Academic Calendar - Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
14 May 21 17:00 FA2 - Results Appeal Close and Release
15 May 26 23:59 HCLT107-1, HCLT108-1, HSYD100-1, HSYD201-1,
HCLT131-1 FA3 – Assignment Due. Submit online via
ColCampus no later than 26 May 2025 23:59.

SA1 Time Table for PAPER BASED EXAM

INVIGILATED ASSESSMENT EVENTS with SA2’s to
26 May submit.
- Remember: SA2’s to be submitted online via
15 - 16 May – June 6 June ColCampus no later than 6 June 2025 23:59.
15 May 26 09:00-12:00 HAUD331-1, HAUD332-1, HFAC232-1
HANT130-1, HBMN201-1, HEPSFA1181, HFAC301-1,
09:00-11:00
HSUC330-1, HCMLW230-1
12:00-14:00 HENT330-1, HLSOC130-1, HRMS230-1
15:00-17:00 HADV300-1, HBMN230-1, HLWC200-1
15 May 27 09:00-12:00 HFAC231-1
09:00-11:00 HPSW230-1
HBMN200-1, HEVM100-1, HFAC201-1, HHRM200-1,
12:00-14:00 HHRM331-1, HIMC300-1, HLRW230-1, HCYLW230-1,
HRML330-1
HBMN331-1, HFAC302-1, HFCC330-1, HCML330-1,
15:00-17:00
HFMN301-1, HLWL300-1, HPR200-1
15 May 28 09:00-12:00 HFAC332-1, HFAC334-1, HFMN230-1
HLWC130-1, HCGE130-1, HFMN330-1, HFOA100-1,
09:00-11:00
HLWC230-1, HACP130-1, HFAC130-1
12:00-14:00 HAPR300-1, HCGE232-1, HCML130-1
HBMN231-1, HLOP130-1, HLWP130-1, HPSY331-1,
15:00-17:00
HPSY332-1
15 May 29 09:00-12:00 HMAC330-1, HTAX230-1
HACL230-1, HADM100-1, HBLE300-1, HENG130-1,
09:00-11:00
HENT200-1, HHRD200-1
HDEL330-1, HGPLD230-1, HECO231-1, HECO232-1,
12:00-14:00
HPI1181, HTAX201-1, HTAX202-1
15:00-17:00 HBMN334-1
15 May 30 09:00-12:00 HETA231-1, HFAC131-1, HFMN331-1
HBMN333-2, HCON130-1, HERL230-1, HETA231-1,
09:00-11:00
HGOP330-1, HMKT230-1
12:00-14:00 HPSW200-1, HRMM330-1, HSOC131-1
15:00-17:00 HFMN300-1, HFMN302-1, HPSY231-1
16 June 2 09:00-11:00 HBRD300-1, HHRM230-1, HSOC331-1, HSOC332-1
HAUD200-1, HENT230-1, HEVM200-1, HFAM230-1,
12:00-14:00
HLWE230-1, HFMN233-1
HBRD330-1, HCONL330-1, HEVM300-1, HIFSE1181,
15:00-17:00
HLWM200-1
16 June 3 09:00-12:00 HBMN233-1, HFAC331-1, HFAC333-1
09:00-11:00 HMAC200-1, HMAC202-1, HPSY131-1
12:00-14:00 HBMN301-1, HPDL230-1
15:00-17:00 HERL330-1, HLAC330-1, HLLW330-1, HLWL200-1
49 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025
 HE Academic Calendar - Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
16 June 4 09:00-12:00 HMAC230-1
09:00-11:00 HHRD300-1, HINS230-1, HLWI230-1, HSOC132-1
12:00-14:00 HADV200-1, HMAC300-1
HADR330-1, HADR230-1, HBMN300-1, HCIV130-1,
15:00-17:00
HPSY232-1
16 June 5 09:00-12:00 HAUD230-1, HCGA232-1, HFAC132-1
09:00-11:00 HHRD230-1, HLTX330-1, HSEC200-1
12:00-14:00 HLPR230-1, HPLW230-1
15:00-17:00 HILFA1181, HITL130-1, HRMB330-1
16 June 6 09:00-12:00 HTAX331-1, HTAX332-1,
09:00-11:00 HSOC231-1, HSOC232-1
12:00-14:00 HBMN232-1
HCRI230-1, HGPLC230-1, HMKT200-1, HPAA200-1,
15:00-17:00
HPSY132-1
26 May SA1 Time Table for PAPER BASED EXAM
- INVIGILATED ASSESSMENT EVENTS only. No SA2’s to
15 - 16 May – June 10 June submit.
15 May 28 09:00-11:00 HIAP1181
12:00-14:00 HBTB1181
16 June 6 12:00 – 14:00 HACC130-1
17 June 10 09:00-12:30 HBACC230-1, HBACC330-1
SA1 Time Table for ONLINE EXAM INVIGILATED
26 May ASSESSMENT EVENTS only. No SA2’s to submit.
- These Invigilated Assessment Events must be
15 to 16 May – June 6 June completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HCBB1181, HCHR1181, HCLT101-1, HCLT103-1,
HCLT105-1, HCLT106-1, HCLT1181, HCLT130-1,
HCLT133-1, HCNM1181, HCOU1181, HEMK1181,
HENT1181, HEVM1181, HHIVC1181, HHMP1181,
HHP1181, HHRF1181, HHTD1181, HHWPT1181,
HIAI1181, HICMA1181, HIIR1181, HIND1181,
HINT1181, HITFA1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HRP1181, HSCI1181, HSDJ1181, HSEC1181,
HSHE1181, HSMS1181, HSOS1181, HSPS1181,
HWADE1181, HYFT1181

50 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

 HE Academic Calendar - Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
SA1 Time Table for ONLINE EXAM INVIGILATED
ASSESSMENT EVENTS with SA2’s to submit. These
26 May exams must be completed within the exam period.
- Remember: SA2’s to be submitted online via
15 to 16 May – June 6 June ColCampus no later than 6 June 2025 23:59.
HADV100-1, HALL130-1, HALP100-1, HALT130-1,
HAOA100-1, HBMN100-1, HBMN102-1, HBMN130-1,
HBMN131-1, HDBP200-1, HECO130-1, HEFA1181,
HENG100-1, HENT100-1, HENT130-1, HHRD100-1,
HHRD130-1, HHRM100-1, HHRM130-1, HIPM300-1,
HISL130-1, HISM100-1, HISM200-1, HISM300-1,
HLAA130-1, HLWS130-1, HMKT100-1, HMKT130-1,
HNTS221-1, HNTS222-1, HNTS300-1, HPXN200-1,
HPXN301-1, HPXS301-1, HSCP130-1, HSFT300-1,
HSPM300-1, HSYD202-1, HTCP300-1, HTSS100-1,
HWFM300-1, HIPLW130-1
SA1 Time Table for projects/internship/assignments
with SA2s to submit. Submit SA1 online via
26 May ColCampus by 23h59 on the date set out below.
- Remember: SA2’s to be submitted online via
15 to 16 May – June 6 June ColCampus no later than 6 June 2025 23:59.
15 May 26 23:59 HADC401-1
15 May 28 23:59 HADR400-1, HCGE231-1
15 May 29 23:59 HMKT330-1
HADE400-1, HASD200-1, HENT300-1, HHRM300-1,
15 May 30 23:59 HSYD300-1
16 June 2 23:59 HADL400-1, HHRM332-1, HSAD300-1
HWCACP1171, HWCBMP1171, HWCGMT1181,
HWCHCM1171, HWCHMP1181, HWCHPR1181,
HWCHRM1171, HWCHRP1181, HWCLSP1171,
HWCHAP1181, HWCMDM1181, HWCMP1171,
HWCMSM1181, HWCMSP1181, HWCMTM1181,
HWCPLP1181, HWCTTMP1181, HLGE330-1,
16 June 3 23:59 HWBAC230-1
HADC402-1, HBMN330-1, HHRM333-1, HMKT300-1,
16 June 4 23:59 HPX100-1
16 June 5 23:59 HRMS331-1
HADF400-1, HPXN302-1, HPXS200-1, HPXS302-1,
HWBHR330-1, HWBLW330-1, HWBMM330-1,
HWBSS330-1, HWDBM300-1, HWDEM300-1,
16 June 6 23:59 HWDFA300-1, HWDHR300-1, HWDMM300-1
26 May SA1 Time Table for projects/internship/assignments
- only. No SA2s to submit. Submit SA1 online via
15 to 16 May – June 6 June ColCampus by 23h59 on the date set out below.
15 May 26 23:59 HTTM1181
15 May 27 23:59 HHS1181
15 May 28 23:59 HTDP1181
15 May 30 23:59 HHM1181, HSYD100-1, HTDS1181

51 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

 HE Academic Calendar - Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HCLT107-1, HCLT131-1, HCLT104-1, HCLT108-1,
16 June 2 23:59 HTDSA1181, HIT1181
16 June 3 23:59 HSYD201-1
16 June 6 23:59 HTOP1181
19 June 25 13:00 SA1 & SA2 Results Release
19 June 27 17:00 SA1 & SA2 Results Appeal Close and Release
Supplementary SA1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS with
Supplementary SA2’s. Remember: Supplementary
SA2’s to be submitted online via ColCampus no later
20 - 21 July 3-9 than 9 July 2025 23:59.
HFAC131-1, HFAC132-1, HFAC231-1, HFAC232-1,
09:00-12:00
20 July 3 HFAC331-1, HFAC333-1
HBLE300-1, HBMN201-1, HBRD300-1, HCGE130-1,
HENG130-1, HEPSFA1181, HERL230-1, HEVM300-1,
09:00-11:00
HHRD200-1, HHRD230-1, HHRD300-1, HINS230-1,
HLWI230-1, HLTX330-1, HMKT230-1
HBMN200-1, HECO231-1, HENT230-1, HEVM100-1,
12:00-14:00 HEVM200-1, HFAC201-1, HLRW230-1, HCYLW230-1,
HRML330-1
HBRD330-1, HCRI230-1, HGPLC230-1, HERL330-1,
15:00-17:00
HLWM200-1
20 July 4 09:00-12:00 HAUD230-1, HAUD331-1, HAUD332-1, HCGA232-1
HANT130-1, HBMN333-2, HGOP330-1, HRMS230-1,
09:00-11:00
HSEC200-1
HAUD200-1, HBMN232-1, HBMN301-1, HDEL330-1,
HGPLD230-1, HENT330-1, HTAX201-1, HFCC330-1,
12:00-14:00
HCML330-1, HFMN233-1, HIFSE1181, HMKT200-1,
HTAX202-1
15:00-17:00 HBMN230-1, HBMN300-1, HBMN331-1, HCIV130-1
21 July 7 09:00-12:00 HETA231-1, HTAX230-1, HTAX331-1, HTAX332-1
HLWC130-1, HADM100-1, HADR330-1, HADR230-1,
09:00-11:00 HENT200-1, HFOA100-1, HHRM230-1, HLWC230-1,
HPSW230-1, HACP130-1, HFAC130-1
HCGE232-1, HCML130-1, HECO232-1, HHRM200-1,
12:00-14:00 HHRM331-1, HIMC300-1, HITL130-1, HLPR230-1,
HPLW230-1, HPDL230-1
HFMN300-1, HLAC330-1, HLLW330-1, HLOP130-1,
15:00-17:00 HLWP130-1, HLWC200-1, HLWL200-1, HLWL300-1,
HPR200-1
21 July 8 09:00-12:00 HBMN233-1, HFAC332-1, HFAC334-1, HFMN230-1
HACL230-1, HCON130-1, HFAC301-1, HILFA1181,
09:00-11:00
HPSY131-1, HSUC330-1, HCMLW230-1
12:00-14:00 HADV200-1, HFAC302-1, HPSW200-1, HRMM330-1
HADV300-1, HBMN231-1, HCONL330-1, HFAM230-1,
HLWE230-1, HFMN301-1, HFMN302-1, HPAA200-1,
15:00-17:00
HPSY132-1, HPSY231-1, HPSY232-1, HPSY331-1,
HPSY332-1, HRMB330-1
21 July 9 09:00-12:00 HFMN331-1, HMAC230-1, HMAC330-1
52 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025
 HE Academic Calendar - Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
HFMN330-1, HMAC200-1, HMAC202-1, HSOC132-1,
09:00-11:00
HSOC231-1, HSOC232-1, HSOC331-1, HSOC332-1
HAPR300-1, HLSOC130-1, HMAC300-1, HPI1181,
12:00-14:00
HSOC131-1
15:00-17:00 HBMN334-1
Supplementary SA1 Time Table for PAPER BASED
EXAM INVIGILATED ASSESSMENT EVENTS only. No
20 - 21 July 3 - 11 Supplementary SA2’s to submit.
20 July 3 12:00-14:00 HACC130-1
21 July 7 09:00-11:00 HIAP1181
12:00-14:00 HBTB1181
21 July 11 09:00-12:30 HBACC230-1, HBACC330-1
Supplementary SA1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS. No
Supplementary SA2’s. These Invigilated Assessment
20 - 21 July 3-9 Event must be completed within the exam period.
HADR1181, HADV1181, HALP1181, HAPS1181,
HBFB1181, HBMN1181, HBMT1181, HBRD1181,
HCBB1181, HCHR1181, HCLT101-1, HCLT103-1,
HCLT105-1, HCLT106-1, HCLT1181, HCLT130-1,
HCLT133-1, HCNM1181, HCOU1181, HEMK1181,
HENT1181, HEVM1181, HHIVC1181, HHMP1181,
HHP1181, HHRF1181, HHTD1181, HHWPT1181,
HIAI1181, HICMA1181, HIIR1181, HIND1181,
HINT1181, HITFA1181, HLWC1181, HLWH1181,
HMKR1181, HMKT1181, HMLW1181, HODV1181,
HPAD1181, HPLM1181, HPPC1181, HPPR1181,
HPPS1181, HPR1181, HPRM1181, HRDC1181,
HRP1181, HSCI1181, HSDJ1181, HSEC1181,
HSHE1181, HSMS1181, HSOS1181, HSPS1181,
HWADE1181, HYFT1181
Supplementary SA1 Time Table for ONLINE EXAM
INVIGILATED ASSESSMENT EVENTS with
Supplementary SA2’s to submit. These exams must
be completed within the Invigilated Assessment
Event period. Remember: Supplementary SA2’s to be
submitted online via ColCampus no later than 9 July
20 - 21 July 3-9 2025 23h59.
HSCP130-1, HADV100-1, HALL130-1, HALP100-1,
HALT130-1, HAOA100-1, HBMN100-1, HBMN102-1,
HBMN130-1, HBMN131-1, HDBP200-1, HECO130-1,
HEFA1181, HENG100-1, HENT100-1, HENT130-1,
HHRD100-1, HHRD130-1, HHRM100-1, HHRM130-1,
HIPM300-1, HISL130-1, HISM100-1, HISM200-1,
HISM300-1, HLAA130-1, HLWS130-1, HMKT100-1,
HMKT130-1, HNTS221-1, HNTS222-1, HNTS300-1,
HPXN200-1, HPXN301-1, HPXS301-1, HSFT300-1,
HSPM300-1, HSYD202-1, HTCP300-1, HTSS100-1,
HWFM300-1

53 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

 HE Academic Calendar - Undergraduate
Semester A 2025
SEMESTER: JANUARY - JUNE
Week Month Date Time Activity
Supplementary SA1 Time Table for
projects/internship/assignments with
Supplementary SA2s to submit. Submit
Supplementary SA1 and Supplementary SA2 online
21 July 9 23:59 via ColCampus no later than 9 July 2025 23h59.
HADC401-1, HADC402-1, HADE400-1, HADF400-1,
HADL400-1, HADR400-1, HHRM332-1, HHRM333-1,
HWBHR330-1, HWBLW330-1, HBMN330-1,
HMKT330-1, HCGE231-1, HLGE330-1, HMKT330-1,
HRMS331-1, HWBSS330-1, HENT300-1, HMKT300-1,
HHRM300-1, HPX100-1, HPXN302-1, HASD200-1,
HPX100-1, HPXS200-1, HPXS302-1, HSAD300-1,
HSYD300-1, HWBMM330-1, HWDBM300-1,
HWDEM300-1, HWDFA300-1, HWDHR300-1,
HWDMM300-1, HWCACP1171,
HWCHAP1181, HWCBMP1171, HWCGMT1181,
HWCHPR1181HWCHCM1171, HWCHMP1181,
HWCHRM1171, HWCHRP1181, HWCPLP1181,
HWCLSP1171,, HWCMP1171, HWCMDM1181,
HWCMSP1181, HWCMSM1181, HWCMTM1181,
HWCTTMP1181, HWBAC230-1, HIPLW130-1
Supplementary SA1 Time Table for
projects/internship/assignments only. No
Supplementary SA2s to submit. Submit SA1 online
21 July 9 23:59 via ColCampus no later than 9 July 2025 23h59.
HCLT107-1, HCLT131-1, HCLT108-1, HCLT104-1
HSYD100-1, HSYD201-1, HHM1181, HHS1181,
HTOP1181, HTDP1181, HTDS1181, HTDSA1181,
HTOP1181, HTTM1181
22 July 16 17:00 Supplementary SA1 & SA2 Results Release
Supplementary SA1 & SA2 Results Appeal Close and
22 July 18 13:00 Release
End of Semester A

54 HEAcademicCalendar – Sem A - 2025-Undergraduate-v8-21.01.2025

ANNEXURE D: PLAGIARISM INFORMATION SHEET

INFORMATION SHEET: PLAGIARISM

This document serves as a source of information regarding the nature of

plagiarism, why it is important to avoid, and how to ensure that you do not commit
plagiarism.

Definition:
Plagiarism is the reproduction of somebody else’s work or ideas, and presenting it as your
own without giving recognition to that person (Larney, 2012:5). Any piece of work that you
present under your own name must indeed be your own. If you used someone else’s
ideas or words without citing that person’s work, you have committed plagiarism.

Importance:
If you have used someone else’s words or ideas in your work without giving them due
credit, that amounts to you presenting that person’s ideas as your own (AAUP, 2015:6).
This affects the academic integrity of your work, and can also be considered an
infringement on the copyright of the author whose work you used. It is therefore very
important to avoid plagiarism when you present academic work.

Examples:
Plagiarism comes in many forms and is not limited to the direct quotation of another
person’s work without giving him credit. The most important cases of plagiarism are set
out below:

Plagiarism of Ideas:
Definition: Appropriating an idea (e.g. an explanation, a theory, a conclusion, a
hypothesis, a metaphor) in whole or in part, or with superficial modifications,
without giving credit to its originator (Roig, 2011:4)

Example: Original text: “Customer involvement is a fairly novel phenomenon in

the marketplace. By involving customers in the service delivery process, innovation
and productivity is improved.” (Axcell et al, 2015:217)
Plagiarism of idea: “If one involves customers in the process of service delivery,
this generally increases innovation and productivity – even though this idea is still
a relatively new and foreign one in the marketplace.”

55 HPSW230-1-Jan-Jun2025-Plagiarism Info Sheet-CB-V.1-05022025

ANNEXURE D: PLAGIARISM INFORMATION SHEET

This is plagiarism because the idea of Axcell et al was taken directly without
providing a reference to their work. The plagiariser only changed “novel idea” to “a
relatively new and foreign idea” to his own version – but this does not represent
his own thoughts. It is the idea of Axcell et al written in a slightly different way.

This can be corrected by adding a reference to the source into work. For
example: “If one involves customers in the process of service delivery, this
generally increases innovation and productivity – even though this idea is still a
relatively new and foreign one in the marketplace (Axcell et al, 2015:217).

Plagiarism of Text:
Definition: Copying a portion of text from another source without giving credit to
its author and without enclosing the borrowed text in quotation marks (Roig,
2011:6).

Example: Original text: “The period from 1652 to 1870 was characterized by
colonial settlement and slavery. 1870 – 1924 bought the discovery of gold and
diamonds, limited trade unionism, industrialization and oppression of black
workers. From 1924-1956 the Industrial Conciliation Act was promulgated which
created dispute settlement mechanisms through establishing industrial councils.”
(Thompson, 2015: 94).
Plagiarism of text: The period from 1652 to 1870 was characterized by colonial
settlement and slavery. 1870 – 1924 bought the discovery of gold and diamonds,
limited trade unionism, industrialization and oppression of black workers.

This is plagiarism because you are quoting the work of Thompson directly without
putting it in between quotation marks, and without providing a reference to his
work.

This can be corrected by adding a reference to the source into the text and
placing the sentence in between quotation marks. For example: “The period from
1652 to 1870 was characterized by colonial settlement and slavery. 1870 – 1924
bought the discovery of gold and diamonds, limited trade unionism,
industrialization and oppression of black workers” (Thompson, 2015: 94).

56 HPSW230-1-Jan-Jun2025-Plagiarism Info Sheet-CB-V.1-05022025

ANNEXURE D: PLAGIARISM INFORMATION SHEET

Plagiarism by Improper Paraphrasing:

Definition: Taking portions of text from one or more sources, paraphrasing what
was said, and then adding some of your own ideas to that text to pass the entire
thought off as your own. (Roig, 2011:7).

Example: Original text: “The entrepreneur has to be sensitive to opportunities or

problems arising in the business or outside. This awareness is the stimulus for
creative ideas. It is also important that one should have clarity concerning the
nature of the problem in order to develop a creative solution. Therefore, it is of
utmost importance to define the problem clearly.” (De Beer et al., 2008, 168)
Plagiarism by improper paraphrasing: It is important for an entrepreneur to be
sensitive to opportunities as well as problems that occur inside or outside the
business. Such awareness will allow him to come up with creative ideas.
Therefore, it is important to pursue the continuous generation of creative ideas.

This is plagiarism because you merely rephrasing the idea of De Beer et al. and
then adding your own sentence to that, without giving reference to the authors for
the first part of your text.

This can be corrected by adding a reference to the source after the first part of
this paragraph. For example: “It is important for an entrepreneur to be sensitive to
opportunities as well as problems that occur inside or outside the business. Such
awareness will allow him to come up with creative ideas” (De Beer et al., 2008:
168). Therefore, it is important to pursue the continuous generation of creative
ideas.

Tips to avoid plagiarism:

1) Ensure that you understand the source that you are using and the ideas that it is
trying to convey. A good rule of thumb is that if you can repeat what you have read
in your own words, you most likely have a good understanding of that work. And if
you can do that – you can be sure that you are writing your own ideas.

2) Refer to a few sources (or at least more than one) before starting to write your own
work. This allows you to develop your own thoughts and opinions on the subject
matter.

57 HPSW230-1-Jan-Jun2025-Plagiarism Info Sheet-CB-V.1-05022025

ANNEXURE D: PLAGIARISM INFORMATION SHEET

3) Be sure to cite every source that you use. When you are collecting sources, ensure
that you have all the relevant detail for the source that you need to cite it correctly
– refer to the referencing guide in this regard

4) Use quotation marks around text that you have taken directly from an original
source.

5) Always include a list of references at the end of your work, with the relevant detail
of all the sources you referred to in your text.

6) Read and edit your work to make sure that you can confidently present it as your
own words and ideas.

Useful sources if you want more information on plagiarism:

• UT-Austin Academic Integrity “A Brief Guide to Avoiding Plagiarism” (2012) Available
at: http://www.utexas.edu/cola/cwgs/_files/pdf-4/ai2012.pdf

• The Harvard Method of Referencing: A Beginner’s Guide is available in the HE Library

Module on ColCampus.

58 HPSW230-1-Jan-Jun2025-Plagiarism Info Sheet-CB-V.1-05022025

ANNEXURE D: PLAGIARISM INFORMATION SHEET

List of References:
1. AAUP 2015. Policy Documents and Reports 11ed. Baltimore: Johns Hopkins
University Press.
2. Axcell S., Benedict E., Pria S.D., Kharsany K., Meyer S., Williams S.J. 2015. Marketing
Management 3. Cape Town: EDGE Learning Media.
3. De Beer A.A., Zeelie D., Groenewald H., Watson H., Rossouw D., Jacobs H. 2008.
Entrepreneurial Skills. Cape Town: Juta and Co Ltd.
4. Larney, T. 2012 NWU Referencing Guide. Potchefstroom: North-West University
Library Services.
5. Roig, A. 2011. Avoiding Plagiarism, Self-Plagiarism, and Other Questionable Writing
Practices: A Guide to Ethical Writing. ORI. Available at: [http://ori.hhs.gov/avoiding-
plagiarism-self-plagiarism-and-other-questionable-writing-practices-guide-ethical-
writing. Last accessed: 9/11/2015]
6. Thompson, D. 2015 Company Law 2. Cape Town: EDGE Learning Media.

59 HPSW230-1-Jan-Jun2025-Plagiarism Info Sheet-CB-V.1-05022025

ANNEXURE E: BREAKDOWN OF PRESCRIBED COURSE MATERIAL

BREAKDOWN OF PRESCRIBED COURSE MATERIAL

The prescribed textbook for HPSW230-1 is as follows:

• Botha, E., Kiley, J., Werner, A. & Bergh, Z. (ed.) 2021. Introduction to Work Psychology. 3rd
Edition. Cape Town: Oxford University Press.

Please note that not all the chapters of the textbook are prescribed. The course material is
divided into 10 units. These 10 units should be studied according to your Proposed Study
Programme (Annexure B). Below, you will find a detailed breakdown of the chapters in the
prescribed textbook that make up the respective units in your study programme.

WORKPLACE PSYCHOLOGY (HPSW230-1)

UNIT CHAPTERS IN PRESCRIBED TEXTBOOK
1 Chapter 1:
Introduction to psychology and industrial and organisational psychology
2 Chapter 2:
Frameworks for thought and practice in I-O psychology
3 Chapter 3:
Biology in work behaviour
4 Chapter 4:
Human and career development across the lifespan
Formative Assessment 1 therefore covers Units 1 – 4 (Ch. 1 – 4)
5 Chapter 6:
Cognitive processes
6 Chapter 7:
Workplace learning
7 Chapter 8:
Workplace motivation and emotion
8 Chapter 9:
Social processes in the workplace
Formative Assessment 2 therefore covers Units 5 – 8 (Ch. 6 – 9)
9 Chapter 10:
Work-related attitudes and values
10 Chapter 11:
Psychological well-being and maladjustment at work

60 HPSW230-1-Jan-Jun2025-Breakdown of Prescribed Course Material-CB-V.1-05022025

ANNEXURE F: FORMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2025: January - June

Formative Assessment 1: Workplace Psychology (HPSW230-1)
NQF Level, Credits: 6,12
Weighting: 20%
Assessment Type: Short Questions
Educator: Logan Carolus
Examiner: Candice Briesies
Due Date: 27 March 2025
Total: 100 Marks

Instructions:
• This paper consists of seven (7) questions, all questions are compulsory
• It is based on Units 1 - 4: Chapters 1 – 4 of your Introduction to Work Psychology
textbook.
• All questions are based on the textbook. You are not specifically required to conduct
additional research to answer any of the questions.
• Take note of the mark allocation per question and use this as a guide when answering.
• When answering questions, do not type out the full question first, this is not necessary.
• Unless otherwise stated, you must use your own words when answering questions.
• A Copyleaks Report will be issued via ColCampus once the assignment is submitted.
Please ensure that you follow the correct steps when uploading your assignment, to
ensure that the Copyleaks Report is correctly issued. If the incorrect document is
uploaded, or if no Copyleaks Report is issued, a mark of zero (0) will be awarded. If the
Copyleaks Report indicates that a 30% similarity/plagiarism score has been exceeded,
25% of the assessment total will be deducted from the final grade.
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5

61 HPSW230-1-Jan-Jun2025-FA1-CB-V.2-30102024
The following Learning Outcomes (LO’s) are assessed in this paper:

• Unit 1 - Chapter 1:
o Reflect on change and technology in and beyond the work environment of the 2020s.
o Comment on the identity and scientific status of I-O psychology in general and in South
Africa.

• Unit 2 - Chapter 2:
o Explain humanist and positive psychology assumptions and their value in studying well-
being.
o Explain and compare how behaviourism, psychoanalysis and cognitive psychology study
the human psyche and personality.

• Unit 3 - Chapter 3:
o Discuss the roles of genetics and environmental influences in human behaviour.
o Describe the nervous system with regard to neurons, and the different divisions of the
central nervous system.
o Explain the different areas of the brain and their functions.
o Indicate the various biological systems, and the implications for the workplace.

• Unit 4 - Chapter 4:
o Discuss the issues of career anchors and life-work balance in career development.

62 HPSW230-1-Jan-Jun2025-FA1-CB-V.2-30102024
QUESTION 1 (13 Marks)
Read the case study below and answer the questions that follow:

InnovateTech is a medium-sized tech company that creates IT solutions and software. The
company has started using new technologies like artificial intelligence (AI) and cloud
computing as part of their response to the Fourth Industrial Revolution (4IR). These changes
are shifting job roles and workflows within the company.

As InnovateTech adopts these new technologies, the company faces challenges in balancing
the advances with the needs and expectations of its employees. Some routine tasks are now
automated, which means fewer people are needed for them. However, there is a growing need
for employees with skills in AI, data analysis, and programming.

Sarah, a team manager at InnovateTech, is worried about how these changes will affect her
and her team’s jobs. She knows she needs to adjust her management style to help her team
adapt and remain employed.

1.1 Describe the potential effects of introducing AI and cloud computing at InnovateTech on
job roles for individuals with limited qualifications or work experience. (4 marks)

1.2 As a team manager, Sarah wants to support her team members through these changes.
Provide and explain two (2) ways you think she might assist her team in navigating the
shifts they are experiencing in the workplace, so that they remain engaged and effective.
(4 marks)

1.3 Reflecting on your own experiences:

• Provide a practical example of how you have adapted to technological changes in
your life or work environment. (1 mark)
• Describe two (2) steps you took to adapt to the change/s. (2 marks)
• Describe the outcome of your adaptation. (2 marks)

63 HPSW230-1-Jan-Jun2025-FA1-CB-V.2-30102024
QUESTION 2 (12 Marks)
Read the case study below and answer the questions that follow:

Maria, a project manager at TechNova Solutions, has recently been asked by her supervisor,
Mr. Masilo, to investigate ways to improve the productivity of her team. TechNova Solutions,
a tech startup, is experiencing rapid growth, and the leadership team is keen on maintaining
high levels of efficiency.

Maria decides to change the office environment of her team by rearranging the cubicle
formations, creating more space in the office and a dedicated collaboration area. She also
introduces shorter but more frequent breaks throughout the workday. Initially, the results are
promising. Employees seem more energised, and productivity increases. However, after a few
weeks, Maria notices that the productivity gains are beginning to plateau and even decline.

Maria consults with Dr Bux, an organisational psychologist, who explains that what she is
experiencing is the Hawthorne effect. The initial boost in productivity was likely due to the
employees feeling observed and receiving special treatment. As the novelty wore off, so did
the productivity gains. Dr Bux suggests that Maria focuses more on understanding the
psychological and social factors that may influence her team’s performance, such as team
dynamics, recognition, and internal motivation.

2.1 Explain the key findings of the original Hawthorne experiments. (5 marks)

2.2 Based on the Hawthorne experiments, provide and explain two (2) specific changes /
strategies Maria could apply, which will create sustainable improvements in her team’s
productivity. (4 marks)

2.3 With reference to the Hawthorne effect, explain why the productivity gains amongst
Maria’s team members plateaued and then declined after the initial increase. (3 marks)

64 HPSW230-1-Jan-Jun2025-FA1-CB-V.2-30102024
QUESTION 3 (12 Marks)
Using the hyperlink provided below, watch the YouTube video titled: Man’s Search for
Meaning by Viktor Frankl:

Wisdom For Life. 2018. Man's Search for Meaning by Viktor Frankl. [Video]. YouTube.
Retrieved from https://www.youtube.com/watch?v=SVhuCpgLCTE [Accessed 21 August
2024].

3.1 Provide a summary of the main ideas behind Existentialism. Your summary must be in
paragraph format. (6 marks)

Imagine you are a student of Dr Frankl (from the YouTube video) and his teachings.
You have been asked to appear on a television programme to discuss aggression and
violence in South Africa. Mr Zuma, the presenter of the programme, conducts the
interview and poses the following question to you:

As you know, South Africa is currently ravaged by aggression and violence. People
often resort to these negative behaviours in an attempt to have their needs met. In your
opinion, do you think that it has just become impossible for people not to turn to violence
and aggression to achieve their needs?

3.2 Based on what you have learned about existentialism and from the YouTube video,
respond to the question Mr Zuma has posed to you. (6 marks)

QUESTION 4 (14 Marks)

Read the case study below and answer the questions that follow:

Tumi, a newly hired marketing analyst at Marketing Intelligence, quickly learns that her
workplace environment is highly structured around productivity and efficiency. Marketing
Intelligence has implemented a performance management system that rewards employees
with bonuses and recognition for meeting or exceeding their targets. Employees are also given
warnings or lose certain privileges if they fail to meet their goals. Over time, Tumi notices that
she has begun to alter her work habits to align with these expectations. For instance, she has

65 HPSW230-1-Jan-Jun2025-FA1-CB-V.2-30102024
 started to prioritise tasks that are likely to bring her the most recognition and reward. Tumi’s
manager frequently provides feedback, and Tumi finds that positive feedback encourages her
to repeat behaviours that lead to praise and rewards. However, when Tumi receives criticism,
she adjusts her approach to avoid such negative consequences.

Tumi also observes that her colleagues often imitate the behaviour of a top-performing
employee, Zwanani, who consistently meets his targets and receives regular praise from
management. Tumi notices that by following Zwanani's methods, she too can achieve similar
results. As Tumi continues to adapt to her work environment, she begins to realise that her
behaviour and work habits are being shaped by the rewards and consequences structured by
the company’s performance management system.

4.1 Identify and explain the type of conditioning Marketing Intelligence’s performance
management system makes use of to achieve productivity and efficiency amongst its
employees. Use examples from the case study to support your answer. (6 marks)

4.2 Differentiate between the stimulus-response approach and the law of effect approach to
conditioning. (6 marks)

4.3 Provide a practical example from your own life where your behaviour was shaped /
changed by rewards or consequences, similar to Tumi’s experience in the case study.
(2 marks)

QUESTION 5 (11 Marks)

Read the case study below and answer the questions that follow:

Sundheep, a 40-year-old accountant, has recently joined Viljoen & Mbeki Accounting Firm.
He has always been diligent and effective in his work. However, after a few months Sundheep
starts experiencing frequent headaches and fatigue when spending long hours in the office.
He visits a doctor and learns that he has a genetic sensitivity to certain types of fluorescent
lighting, such as that used in the office, which is causing his discomfort. The firm is considering
how to adjust Sundheep work environment to accommodate his needs whilst ensuring that
other employees are not affected.

66 HPSW230-1-Jan-Jun2025-FA1-CB-V.2-30102024
 At the same time, the firm is discussing the potential introduction of genetic testing for all
employees to identify any genetic predispositions that might affect their health and
performance. This idea has sparked a debate among the staff about privacy and fairness.

5.1 Explain how genetic attributes can affect an employee's health and behaviour in the
workplace. (3 marks)

5.2 Based on Sundheep’s situation, suggest two (2) possible changes the company could
make to his work environment to assist with his genetic sensitivity. (2 marks)

5.3 In your opinion, is using genetic testing to decide employee task allocation a fair practice?
Explain your answer. (3 marks)

5.4 Think about your own life. Describe a situation where a genetic factor has influenced your
work or daily activities, and how you managed the situation. (3 marks)

QUESTION 6 (19 Marks)

Read the two (2) scenarios below and answer the questions that follow:

Scenario 1:
Emily, a 32-year-old graphic designer, has been working long hours on a major project. After
successfully completing it, she decides to unwind with a few drinks at a friend’s house party.
As the night progresses, Emily consumes several glasses of wine, feeling increasingly relaxed
and happy, but also more unsteady on her feet.

Despite her friends' warnings, Emily insists on trying out a new virtual reality (VR) game that
involves complex movements and balance. As she starts playing, her movements become
increasingly uncoordinated. She stumbles several times, tripping over furniture, and finds it
difficult to control her actions in the game. Concerned, her friends ask her to stop playing,
noticing that she is struggling to maintain her balance and has difficulty standing without
swaying.


67 HPSW230-1-Jan-Jun2025-FA1-CB-V.2-30102024
Scenario 2:
Tracey, a 38-year-old marketing director, has been leading her team through a major product
launch. The project is high-profile, and the pressure to succeed is immense. Tracey has been
working around the clock, often skipping meals and staying up late to meet tight deadlines.
Over the past month, Tracey has begun to experience frequent chest pains, heart palpitations,
shortness of breath, dizziness, and an overwhelming sense of fatigue. She has also become
more irritable, snapping at her team members for minor mistakes. Despite her dedication,
Tracey is finding it increasingly difficult to manage the demands of her job and is growing
concerned about her health.

6.1 With regards to Scenario 1: identify and discuss the part of the brain responsible for
coordination and balance, and the affect alcohol has on it. (5 marks)

6.2 With regards to Scenario 1: identify and explain one (1) neurotransmitter that is affected
by alcohol. (2 marks)

6.3 With regards to Scenario 2: identify and discuss the biological system that is being
comprised in Tracey’s case, as well as the implications this may have for her team and
company. (12 marks)

Note: When discussing the implications, think beyond what is provided in the textbook.
How do you think Tracey’s health will affect her job, her team, and her company?

QUESTION 7 (19 Marks)

Read the case study below and answer the questions that follow:

CW Corporation is a mid-sized company that prides itself on its diverse workforce. The
company has employees from four different generations: Baby Boomers, Generation X,
Millennials, and Generation Z. Each generation brings its own strengths, challenges, and
perspectives to the workplace.

The Baby Boomers in the company value loyalty, discipline, and job security. They are known
for their hard work and prefer a structured work environment. However, they sometimes
struggle with adapting to new technologies and may resist changes in the workplace.

68 HPSW230-1-Jan-Jun2025-FA1-CB-V.2-30102024
 Generation X employees are independent thinkers who appreciate work-life balance. They
are entrepreneurial, quick workers, and comfortable with technology, yet they often have a
strong sense of entitlement.

Millennials, the largest group in the company, are highly tech-savvy, idealistic, and goal-
directed. They enjoy multitasking and are always seeking growth opportunities. However, they
tend to change jobs frequently if they feel they are not growing.

Generation Z, the youngest group, is just beginning to enter the workforce. They are highly
dependent on technology, enjoy multitasking, and appreciate flexibility in their roles. They are
quick to adapt to new technologies and work environments but may require guidance as they
navigate the corporate world.

CW Corporation's management is faced with the challenge of creating a work environment

that meets the needs and expectations of each of these generations, whilst maintaining
productivity and cohesion within the company.

7.1 Analyse how differences in generational characteristics could lead to potential conflict in
the workplace in terms of:

7.1.1 Resistance to Change (Baby Boomers vs. Millennials and Generation Z). (3 marks)

7.1.2 Work-Life Balance (Generation X vs. Baby Boomers). (3 marks)

7.1.3 Job Loyalty (Millennials vs. Baby Boomers). (3 marks)

7.2 Suggest three (3) strategies that CW Corporation’s management can implement to foster
a more cohesive work environment among the different generations. (6 marks)

7.3 Identify which generation you fall under and explain whether or not you fit the description
for that generation. Provide examples and / or explanations for your answer. (4 marks)

TOTAL: 100 MARKS

69 HPSW230-1-Jan-Jun2025-FA1-CB-V.2-30102024
ANNEXURE G: SAMPLE FORMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2025: January - June

Sample Formative Assessment 1: Workplace Psychology (HPSW230-1)
NQF Level, Credits: 6,12
Weighting: 20%
Assessment Type: Short Questions
Educator: Logan Carolus
Examiner: Candice Briesies
Total: 100 Marks

Instructions:
• This paper consists of eight (8) questions, all questions are compulsory and is for
revision purposes only.
• It is based on Units 1 - 4: Chapters 1 – 4 of your Introduction to Work Psychology
textbook.
• All questions are based on the textbook. You are not specifically required to do additional
research to answer any of the questions.
• Unless otherwise stated, you must use your own words when answering questions.
• Take note of the mark allocation per question and use this as a guide when answering.
• When answering questions, do not type out the full question first, this is not necessary.
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5

70 HPSW230-1-Jan-Jun2025-Sample FA1-CB-V.3-16082024
The following Learning Outcomes (LO’s) are assessed in this paper:

Unit 1 - Chapter 1:
• Describe the study fields and subfields of psychology and organisational and industrial
psychology (I-O) psychology.

Unit 2 - Chapter 2:
• Explain and compare how behaviourism, psychoanalysis and cognitive psychology study the
human psyche and personality.

Unit 3 - Chapter 3:
• Describe the nervous system with regard to neurons, and the different divisions of the central
nervous system.
• Refer to the ergonomic work design.

Unit 4 - Chapter 4:
• Evaluate the importance of human development for career development.
• Explain the various stages of career development and related developmental tasks.

71 HPSW230-1-Jan-Jun2025-Sample FA1-CB-V.3-16082024
QUESTION 1: (11 Marks)
Read the case study below and answer the questions that follow:

Tom is an industrial and organisational (I-O) psychologist. He works for a large technology
company with a diverse workforce, including employees from various cultural backgrounds.
However, the company is currently facing challenges related to cultural misunderstandings,
conflicts, and ineffective communication within teams. Tom has been tasked with developing
a training programme to improve cultural competence and enhance teamwork and
cooperation across the different cultural groups.

1.1 To bring about change, Tom needs to draw on his understanding of cross-cultural
psychology.

How can cultural accommodation assist Tom in his task of improving his company’s
cultural competence? (5 marks)

1.2 Describe a situation in which cultural conflict may arise in the workplace and explain how
Tom would apply cross-cultural principles to resolve it. (6 marks)

QUESTION 2: (10 Marks)

Employee and organisational health and well-being can be managed and improved through the
implementation of employee assistance programmes (EAP).

Imagine you have been hired by Seagull Manufacturers, a small to medium sized company that
understands that happy, healthy employees contribute to the overall success of the business.

You have been asked to implement two (2) forms of EAP interventions:
2.1 Wellness Workshops (i.e. mental / psychological well-being) (5 marks)
2.2 Health Promotion Initiatives (i.e. physical well-being) (5 marks)

For each EAP intervention, outline what the key components will be, including activities and
services that will be used / offered, and explain how this will promote employee and
organisational health.

72 HPSW230-1-Jan-Jun2025-Sample FA1-CB-V.3-16082024
 FOR EXAMPLE:
Intervention: Employee Counselling Services

Employees will be provided with access to a qualified counsellor. Services will include free,
confidential individual counselling sessions and free, confidential group counselling sessions.

Employees will be given the opportunity to address both personal and work-related
challenges, thereby improving their personal and workplace psychological well-being.

NOTE: You may not use the example as you answer.

QUESTION 3: (15 Marks)

Read the case study below and answer the questions that follow:

Thabo is a 36-year-old employee working in a corporate environment. He has been with his
company for several years and has always been regarded as a reliable and hardworking team
member.

However, recently, Thabo's performance at work has been declining. He has become both
irritable and defensive. During a team meeting last week, his manager (Mamello) turned down
an idea he had. This resulted in Thabo becoming silent and sullen for the remainder of the
meeting. He refused to participate in any further discussions and stormed out the boardroom
as soon as the meeting concluded. Shortly after the meeting, Thabo was seen banging the
photocopier machine with his fist, because the machine had stopped working due to a paper
jam, which was easily fixed by a colleague.

Mamello has taken note of the changes in Thabo's behaviour and decides to have a
conversation with him to better understand what might be going on.

3.1 Based on the case study, identify and explain two (2) defence mechanisms Thabo is
exhibiting. (6 marks)

73 HPSW230-1-Jan-Jun2025-Sample FA1-CB-V.3-16082024
3.2 Mamello meets with Thabo, and he discloses that he is having problems at home, which
is causing a lot of stress and anxiety in his life.

Propose strategies Mamello could use to help Thabo be less defensive and stressed and
improve his work performance. (3 marks)

3.3 Although, according to Freud, the ego-defence mechanisms function at an unconscious

level, it is sometimes possible to detect one’s own use of them by carefully observing
one’s own behaviour.

Explain how or when you have used the following three (3) defence mechanisms in your
own, everyday life:

3.3.1 a) Overcompensation (2 marks)

3.3.2 b) Reaction formation (2marks)
3.3.3 c) Fantasy (2 marks)

QUESTION 4 (14 Marks)

Read the case study below and answer the questions that follow:

Thandeka, a 35-year-old marketing manager, works at a successful advertising agency.

Lately, her performance has been slipping. She feels unmotivated and frequently argues with
her team members.

Thandeka is described as a perfectionist, she regularly works late to ensure that her projects
are perfect. However, despite her hard work, she feels unappreciated and has been passed
over for promotions in the past.

After some soul searching, Thandeka decides to make an appointment with a psychologist,
she wants to understand the root cause of her issues. Thandeka’s psychologist makes use of
Freudian psychotherapeutic techniques to help Thandeka explore her unconscious
motivations and conflicts.

74 HPSW230-1-Jan-Jun2025-Sample FA1-CB-V.3-16082024
4.1 Discuss Freud’s three levels of consciousness and apply each to Thandeka. (12 marks)

4.2 Explain how Thandeka’s psychologist could go about bringing her unconscious conflicts
to a conscious level of reality and explain how this can be achieved. (2 marks)

QUESTION 5: (10 Marks)

Read the case study below and answer the questions that follow:

Tracy is a 32-year-old sales executive who has been experiencing increased stress and
anxiety at work. She often feels overwhelmed by her responsibilities and struggles to stay
focused and motivated throughout the day.

Recently, Tracy has been relying on alcohol to cope with her stress, finding that it helps her
relax and unwind after a long day at the office. However, she has begun to notice an increase
in mood swings, and that she often still feels irritable and restless, even after having a few
drinks.

5.1 Explain the difference between excitatory and inhibitory neurotransmitters, providing an
example of each. (4 marks)

5.2 Based on the case study, identify which specific type of neurotransmitter might be
affected by Tracy's alcohol use, and explain its role in her behaviour. (4 marks)

5.3 Propose alternative coping strategies for Tracy to manage her stress without relying on
alcohol. (2 marks)

75 HPSW230-1-Jan-Jun2025-Sample FA1-CB-V.3-16082024
QUESTION 6 [12 Marks]
Read the case study below and answer the questions that follow:

Tumi works as a data analyst at a large tech company. She spends most of her workday sitting
at her desk, analysing data on her computer.

A month ago, Tumi’s office chair broke. The office supplies manager has been promising to
order her a new chair but, in the meantime, she’s been forced to use a chair from the reception
area that has no arm rests and is a bit too high for her desk. As a result, she sits at an angle
at her desk now, because her legs don’t fit properly underneath. The awkward sitting position
and poorly padded chair has resulted in her developing back pain.

Recently, Tumi has also started to experience discomfort in her right hand and wrist when
using her computer mouse. She uses her mouse a lot to click on different documents and cells
within spreadsheets. But her wrist is becoming increasingly painful and is often swollen at the
end of the day.

6.1 Identify and explain three (3) problematic aspects of ergonomics mentioned in the case
study. (6 marks)

6.2 Identify two (2) ergonomic risks mentioned in the case study and propose strategies to
mitigate them. (6 marks)

QUESTION 7: (18 Marks)

Read the case study below and answer the questions that follow:

Kylie, a ten-year-old girl, lives in a suburban area and attends a local primary school. Her
parents are both professionals who value education and have high expectations for Kylie's
academic performance. Kylie enjoys reading and has a passion for science. However, she
struggles with mathematics and often feels discouraged when she can't solve problems as
quickly as her classmates. Her teacher, Mrs. Smith, notices that Kylie tends to withdraw during
math lessons and rarely participates in group activities.

76 HPSW230-1-Jan-Jun2025-Sample FA1-CB-V.3-16082024
To support Kylie, Mrs. Smith arranges for her to work with a math tutor twice a week and
encourages her to join the school's science club, hoping to boost her confidence through her
interest in science. Despite these efforts, Kylie continues to feel inferior to her peers,
particularly when comparing her math skills to those of her classmates.

7.1 Identify and discuss the developmental stage Kylie is at, according to Erikson. Motivate
your answer by drawing examples from the scenario. (14 marks)

7.2 Explain how participating in the school's science club might benefit Kylie's sense of
industry and competence. (4 marks)

QUESTION 8: (10 Marks)

Read the case study below and answer the questions that follow:

Ahsan is a 14-year-old boy who has recently moved to a new city with his family. His father
received a promotion and now works long hours in his new position, while his mother is
adjusting to a new part-time job and managing the household.

Ahsan has been enrolled in a new school, where he finds it challenging to make friends and
keep up with the new curriculum. He used to be an active member of the basketball team at
his old school, but the new school does not have a team, and the nearest community sports
club is far from his home. Ahsan’s younger sister, Zara, is also struggling with the move,
feeling isolated and missing her old friends. The family attends a new mosque, but they haven't
yet formed close connections with the congregation. Additionally, their new city has different
cultural norms and values, which the family is still learning to navigate.

8.1 Based on Bronfenbrenner’s ecological systems model, analyse the influence of the
exosystem on Ahsan’s life. (6 marks)

8.2 Recommend forms of support that will address some of the challenges Ahsan is facing
at the microsystem and mesosystem levels. (4 marks)

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 FOR EXAMPLE:
Macrosystem: Educate the family on the cultural norms and values of the new city through
community programs or cultural workshops. Advocate for policies that support new families,
such as local government initiatives to integrate newcomers into the community.

TOTAL: 100 MARKS

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ANNEXURE H: FORMATIVE ASSESSMENT 1 - MEMORANDUM

HIGHER EDUCATION PROGRAMMES

MEMORANDUM

Academic Year 2025: January - June

Sample Formative Assessment 1: Workplace Psychology (HPSW230-1)
NQF Level, Credits: 6,12
Weighting: 20%
Assessment Type: Short Questions
Educator: Logan Carolus
Examiner: Candice Briesies
Total: 100 Marks

Instructions:
• This paper consists of eight (8) questions, all questions are compulsory and is for
revision purposes only.
• It is based on Units 1 - 4: Chapters 1 – 4 of your Introduction to Work Psychology
textbook.
• All questions are based on the textbook. You are not specifically required to do additional
research to answer any of the questions.
• Unless otherwise stated, you must use your own words when answering questions.
• Take note of the mark allocation per question and use this as a guide when answering.
• When answering questions, do not type out the full question first, this is not necessary.
• Your assessment must be typed using:
o Font: Arial
o Font size: 12
o Line spacing: 1.5

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The following Learning Outcomes (LO’s) are assessed in this paper:

Unit 1 - Chapter 1:
• Describe the study fields and subfields of psychology and organisational and industrial
psychology (I-O) psychology.

Unit 2 - Chapter 2:
• Explain and compare how behaviourism, psychoanalysis and cognitive psychology study the
human psyche and personality.

Unit 3 - Chapter 3:
• Describe the nervous system with regard to neurons, and the different divisions of the central
nervous system.
• Refer to the ergonomic work design.

Unit 4 - Chapter 4:
• Evaluate the importance of human development for career development.
• Explain the various stages of career development and related developmental tasks.

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QUESTION 1: (11 Marks)
Read the case study below and answer the questions that follow:

Tom is an industrial and organisational (I-O) psychologist. He works for a large technology
company with a diverse workforce, including employees from various cultural backgrounds.
However, the company is currently facing challenges related to cultural misunderstandings,
conflicts, and ineffective communication within teams. Tom has been tasked with developing
a training programme to improve cultural competence and enhance teamwork and
cooperation across the different cultural groups.

1.1 To bring about change, Tom needs to draw on his understanding of cross-cultural
psychology.

How can cultural accommodation assist Tom in his task of improving his company’s
cultural competence? (5 marks)

Unit 1 – Chapter 1: Section 1.4.2.8 – p. 21

Cultural accommodation can help I-O psychologists, like Tom, execute better diversity
management, for example, in selection, promotion, training, and in work teams.
This will facilitate improved adjustment, co-operation between employees and
groups of different cultures, thereby minimising discrimination, and exclusion.

1.2 Describe a situation in which cultural conflict may arise in the workplace and explain how
Tom would apply cross-cultural principles to resolve it. (6 marks)

Unit 1 – Chapter 1: Section 1.4.2.8 – pp. 20 - 22

- This is an application-based question.
- Student’s responses will differ, but a relevant situation must be provided where
cultural conflict might arise, and an explanation must be provided on how cross-
cultural psychology principles could be used to resolve it.
- Award:
o 2 marks for the relevant situation
o 4 marks for how Tom could apply cross-cultural psychology principles to
resolve it.
- A sample answer has been provided.

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 A situation where cultural conflict might arise is during team meetings  where different
communication styles clash, such as direct versus indirect communication.  Applying
cross-cultural psychology principles, Tom could facilitate a workshop on cultural
communication styles, encouraging team members to share their preferred
communication methods, and develop mutual understanding and respect for different
styles. This would help in creating a more cohesive and understanding team dynamic.


The following Learning Outcome is assessed in this question:

Unit 1 - Chapter 1:
• Describe the study fields and subfields of psychology and organisational and industrial
psychology (I-O) psychology.

QUESTION 2: (10 Marks)

Employee and organisational health and well-being can be managed and improved through the
implementation of employee assistance programmes (EAP).

Imagine you have been hired by Seagull Manufacturers, a small to medium sized company that
understands that happy, healthy employees contribute to the overall success of the business.

You have been asked to implement two (2) forms of EAP interventions:
2.1 Wellness Workshops (i.e. mental / psychological well-being) (5 marks)
2.2 Health Promotion Initiatives (i.e. physical well-being) (5 marks)

For each EAP intervention, outline what the key components will be, including activities and
services that will be used / offered, and explain how this will promote employee and
organisational health.

FOR EXAMPLE:
Intervention: Employee Counselling Services

Employees will be provided with access to a qualified counsellor. Services will include free,
confidential individual counselling sessions and free, confidential group counselling sessions.

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 Employees will be given the opportunity to address both personal and work-related
challenges, thereby improving their personal and workplace psychological well-being.

NOTE: You may not re-use the example as you answer.

Unit 1 – Chapter 1: Section 1.4.2.7 – p. 20

- Student’s responses will differ, but services / activities and outcomes must be provided, and
must align with the initiative.
- Sample responses have been provided below.

2.1 Wellness Workshops:

A series of wellness workshops will be offered, covering topics such as, stress
management, mindfulness, resilience building, and work-life balance. Employees will be
given the opportunity to work one-on-one with a wellness coach, who will assist them in
developing a personal wellness plan. 

The workshops and wellness coach will equip employees with the practical tools and
strategies needed for enhanced psychological well-being. 

2.2 Health Promotion Initiatives:

A series of health promotion initiatives will be offered, focusing on physical well-being.
Qualified health practitioners will be asked to come in to provide basic health checks i.e.
blood pressure, cholesterol etc., a nutrition workshop, smoking cessation workshop, and
exercise workshop. 

The workshops will aim to encourage healthy lifestyle choices and reduce the risk of
personal and occupation-related diseases. 

The following Learning Outcome is assessed in this question:

Unit 1 - Chapter 1:
• Describe the study fields and subfields of psychology and organisational and industrial
psychology (I-O) psychology.

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QUESTION 3: (15 Marks)
Read the case study below and answer the questions that follow:

Thabo is a 36-year-old employee working in a corporate environment. He has been with his
company for several years and has always been regarded as a reliable and hardworking team
member.

However, recently, Thabo's performance at work has been declining. He has become both
irritable and defensive. During a team meeting last week, his manager (Mamello) turned down
an idea he had. This resulted in Thabo becoming silent and sullen for the remainder of the
meeting. He refused to participate in any further discussions and stormed out the boardroom
as soon as the meeting concluded. Shortly after the meeting, Thabo was seen banging the
photocopier machine with his fist, because the machine had stopped working due to a paper
jam, which was easily fixed by a colleague.

Mamello has taken note of the changes in Thabo's behaviour and decides to have a
conversation with him to better understand what might be going on.

3.1 Based on the case study, identify and explain two (2) defence mechanisms Thabo is
exhibiting. (6 marks)

Unit 2 – Chapter 2: Section 2.2.5 – p. 55

Regression –  by becoming silent and sullen, and refusing to participate in the
meeting,Thabo is reverting to immature behaviour in an attempt to avoid the
embarrassment of his idea being rejected.

Displacement – by banging on the malfunctioning photocopier machine  Thabo is

directing his negative emotions and frustrations from the meeting onto a substitute object.


3.2 Mamello meets with Thabo, and he discloses that he is having problems at home, which
is causing a lot of stress and anxiety in his life.

Propose strategies Mamello could use to help Thabo be less defensive and stressed and
improve his work performance. (3 marks)

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 Unit 2 – Chapter 2: Section 2.2.5 – p. 55
- This is an opinion-based question. Student’s answers will vary, but must be relevant
to the question posed.
- A sample answer has been provided.

Mamello could initiate open and empathetic communication with Thabo to understand the
underlying causes of his stress and anxiety. She could also provide him with additional
support, such as offering stress management resources or adjusting his workload to
reduce pressure. Additionally, Mamello could encourage Thabo to seek professional
help or counselling if needed.

3.3 Although, according to Freud, the ego-defence mechanisms function at an unconscious

level, it is sometimes possible to detect one’s own use of them by carefully observing
one’s own behaviour.

Explain how or when you have used the following three (3) defence mechanisms in your
own, everyday life:

3.3.1 a) Overcompensation (2 marks)

3.3.2 b) Reaction formation (2marks)
3.3.3 c) Fantasy (2 marks)

Unit 2 – Chapter 2: Section 2.2.5 – p. 55

- The student must relate the defence mechanism to their life, if this is not done, no
marks may be awarded.
- A description and sample answer for each of the defence mechanisms is provided
below, to assist the grader with marking the student’s work.
- Sample answers are provided.

a) Overcompensation - Protecting one’s self-image or weaknesses by over-

emphasising certain aspects.

Sample answer: I am not a very good cook; I overcompensate by having an extremely

neat and organised kitchen. 

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 b) Reaction formation - Behaving in a manner exactly the opposite of one’s true,
possibly undesirable, feelings.

Sample answer: I really liked a boy in my biology class at school. But, instead of being
nice to him, I would be overly sarcastic and sometimes even rude to him. 

c) Fantasy - Fulfilling frustrated needs by imaginary achievements or wishful thinking.

Sample answer: Growing up, I wanted to be a surgeon, but I didn’t have the marks
needed to get into university. I sometimes fantasise about being a world-renowned
heart surgeon and that my life is like an episode of Grey’s Anatomy. 

The following Learning Outcome is assessed in this question:

Unit 2 - Chapter 2:
• Explain and compare how behaviourism, psychoanalysis and cognitive psychology study the
human psyche and personality.

QUESTION 4 (14 Marks)

Read the case study below and answer the questions that follow:

Thandeka, a 35-year-old marketing manager, works at a successful advertising agency.

Lately, her performance has been slipping. She feels unmotivated and frequently argues with
her team members.

Thandeka is described as a perfectionist, she regularly works late to ensure that her projects
are perfect. However, despite her hard work, she feels unappreciated and has been passed
over for promotions in the past.

After some soul searching, Thandeka decides to make an appointment with a psychologist,
she wants to understand the root cause of her issues. Thandeka’s psychologist makes use of
Freudian psychotherapeutic techniques to help Thandeka explore her unconscious
motivations and conflicts.

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4.1 Discuss Freud’s three levels of consciousness and apply each to Thandeka. (12 marks)

Unit 2 – Chapter 2: Section 2.2.5 – p. 54

- Application may vary but must align with the level of consciousness.
- Sample application answers are provided.

The conscious comprises people’s awareness and contact with reality and mostly
entails the ego functions. In Thandeka’s case, her awareness of feeling unappreciated
and overlooked at work resides in her conscious mind.

The pre-conscious involves content just beneath the surface that can be retrieved (for
example, a name or date). It mostly relates to ego functions, but the unconscious can
influence it. For Thandeka, memories of past achievements and positive feedback that
she is not currently thinking about but can recall if prompted are part of her pre-conscious
mind. 

The unconscious contains desires, memories and thoughts that are repressed deep
below the surface or consciousness (for example, forgotten trauma, negative
feelings). It is related to the id impulses. Thandeka’s unconscious might harbour
deep-seated feelings of inadequacy and fear of failure, possibly stemming from early
childhood experiences or past professional setbacks, driving her perfectionism and
conflicts at work. 

4.2 Explain how Thandeka’s psychologist could go about bringing her unconscious conflicts
to a conscious level of reality and explain how this can be achieved. (2 marks)

Unit 2 – Chapter 2: Section 2.2.5 – p. 53

Thandeka’s psychologist could use a process called free association,  which
encourages a person to talk freely about their experiences. 

The following Learning Outcome is assessed in this question:

Unit 2 - Chapter 2:
• Explain and compare how behaviourism, psychoanalysis and cognitive psychology study the
human psyche and personality.

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QUESTION 5: (10 Marks)
Read the case study below and answer the questions that follow:

Tracy is a 32-year-old sales executive who has been experiencing increased stress and
anxiety at work. She often feels overwhelmed by her responsibilities and struggles to stay
focused and motivated throughout the day.

Recently, Tracy has been relying on alcohol to cope with her stress, finding that it helps her
relax and unwind after a long day at the office. However, she has begun to notice an increase
in mood swings, and that she often still feels irritable and restless, even after having a few
drinks.

5.1 Explain the difference between excitatory and inhibitory neurotransmitters, providing an
example of each. (4 marks)

Unit 3 – Chapter 3: Section 3.5 – p. 96

If a neurotransmitter has an excitatory effect, it makes it more likely for the neuron to fire
or be activated. If a neurotransmitter has an inhibitory effect, it makes it less likely for
the neuron to fire.

Examples:
• Excitatory neurotransmitter - Acetylcholine OR Norepinephrine OR Dopamine 
• Inhibitory neurotransmitter - GABA OR Dopamine OR Serotonin 

5.2 Based on the case study, identify which specific type of neurotransmitter might be
affected by Tracy's alcohol use, and explain its role in her behaviour. (4 marks)

Unit 3 – Chapter 3: Section 3.5 – p. 96

Tracy's alcohol use may affect the dopamine levels in her brain. Alcohol increases
dopamine levels,creating a sensation of feeling good. However, overactivity of
dopamine is associated with mood swings and restless behaviour, which Tracy has been
experiencing. 

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5.3 Propose alternative coping strategies for Tracy to manage her stress without relying on
alcohol. (2 marks)

Unit 3 – Chapter 3: Section 3.5 – p. 96

- Student’s answers will vary, but must be relevant to the question posed.
- A sample answer is provided below.

Tracy could explore stress management techniques such as mindfulness meditation,

exercise, or seeking support from a therapist or support group. Engaging in hobbies or
activities she enjoys can also provide a healthy outlet for stress. 

The following Learning Outcome is assessed in this question:

Unit 3 - Chapter 3:
• Describe the nervous system with regard to neurons, and the different divisions of the central
nervous system.

QUESTION 6 [12 Marks]

Read the case study below and answer the questions that follow:

Tumi works as a data analyst at a large tech company. She spends most of her workday sitting
at her desk, analysing data on her computer.

A month ago, Tumi’s office chair broke. The office supplies manager has been promising to
order her a new chair but, in the meantime, she’s been forced to use a chair from the reception
area that has no arm rests and is a bit too high for her desk. As a result, she sits at an angle
at her desk now, because her legs don’t fit properly underneath. The awkward sitting position
and poorly padded chair has resulted in her developing back pain.

Recently, Tumi has also started to experience discomfort in her right hand and wrist when
using her computer mouse. She uses her mouse a lot to click on different documents and cells
within spreadsheets. But her wrist is becoming increasingly painful and is often swollen at the
end of the day.

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6.1 Identify and explain three (3) problematic aspects of ergonomics mentioned in the case
study. (6 marks)

Unit 3 – Chapter 3: Section 3.9 – p. 106

Any three (3) of the following:
• Support of the back, a chair’s backrest needs to provide proper lumbar support in
the lumbar region.
• Adequate space below the desktop, so that knees fit comfortably beneath the
desk.
• Chair armrests to assist with sitting down, standing up or changing posture.
• The chair must be comfortable and the correct height in relation to the desk and the
person’s height.

6.2. Identify two (2) ergonomic risks mentioned in the case study and propose strategies to
mitigate them. (6 marks)

Unit 3 – Chapter 3: Section 3.9 – p. 106

Risk 1: Tumi’s sore wrist from overusing her computer mouse. This aligns with task
repetition, which could lead to carpal tunnel syndrome 
Mitigation: Applying an ice pack to the wrist and resting the wrist 

Risk 2: Tumi’s awkward sitting position on the reception chair. This aligns with
repetitive, strange position
Mitigation: Getting a new office chair OR Taking regular breaks to stand and stretch

The following Learning Outcome is assessed in this question:

Unit 3 - Chapter 3:
• Refer to the ergonomic work design.

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QUESTION 7: (18 Marks)
Read the case study below and answer the questions that follow:

Kylie, a ten-year-old girl, lives in a suburban area and attends a local primary school. Her
parents are both professionals who value education and have high expectations for Kylie's
academic performance. Kylie enjoys reading and has a passion for science. However, she
struggles with mathematics and often feels discouraged when she can't solve problems as
quickly as her classmates. Her teacher, Mrs. Smith, notices that Kylie tends to withdraw during
math lessons and rarely participates in group activities.

To support Kylie, Mrs. Smith arranges for her to work with a math tutor twice a week and
encourages her to join the school's science club, hoping to boost her confidence through her
interest in science. Despite these efforts, Kylie continues to feel inferior to her peers,
particularly when comparing her math skills to those of her classmates.

7.1 Identify and discuss the developmental stage Kylie is at, according to Erikson. Motivate
your answer by drawing examples from the scenario. (14 marks)

Unit 4 – Chapter 4: Section 4.6.1.4 – p. 137

- Award:
o 10 marks for identifying and discussing the developmental stage i.e. Industry
versus inferiority (6 - 11 years through to puberty – latency).
o 4 marks for examples.

Kylie is at the industry versus inferiority (6 - 11 years through to puberty – latency) stage.
At school-going age, a child is ready to acquire qualities of productivity, such as
perseverance and task completion, and to develop a sense of learning,
accomplishment and competency. They are introduced to the concepts of division of
labour and specialisation and learn the significance of status and roles through the
opinions of peers. Even in non-literate societies, children may learn industry by getting
to know the basics of their society’s technology and economy. In societies
characterised by industry, education is a central process in resolving psychosocial
crises.

A core pathology may develop if the child is unable to do what is expected of them (inertia)
or if a negative assessment by others gives rise to feelings of inferiority (as in the case
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 of people who are not even willing to try because they think they are not worthy). This
may manifest in fear of success and learned helplessness; it is found in people who, out
of fear, cannot be self-sufficient.

Example: Kylie's struggle with mathematics and her comparison to her peers are
manifestations of inertia / crisis. Her withdrawal during math lessons and reluctance
to participate in group activities indicate feelings of inferiority. 

7.2 Explain how participating in the school's science club might benefit Kylie's sense of
industry and competence. (4 marks)

Unit 4 – Chapter 4: Section 4.6.1.4 – p. 137

- Students’ answers may vary but must align with Erikson’s industry versus inferiority
developmental stage.
- Award marks for answers that align with the sample answer provided.

Participating in the science club can benefit Kylie's sense of industry and competence by:
Building Confidence: Success in science activities can reinforce Kylie's belief in her
abilities and counteract feelings of inferiority from her struggles in maths.

Social Interaction: Collaboration with peers in the science club can improve her social
skills and provide positive reinforcement from her peers, further boosting her self-
esteem. 

The following Learning Outcome is assessed in this question:

Unit 4 - Chapter 4:
• Explain the various stages of career development and related developmental tasks.

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QUESTION 8: (10 Marks)
Read the case study below and answer the questions that follow:

Ahsan is a 14-year-old boy who has recently moved to a new city with his family. His father
received a promotion and now works long hours in his new position, while his mother is
adjusting to a new part-time job and managing the household.

Ahsan has been enrolled in a new school, where he finds it challenging to make friends and
keep up with the new curriculum. He used to be an active member of the basketball team at
his old school, but the new school does not have a team, and the nearest community sports
club is far from his home. Ahsan’s younger sister, Zara, is also struggling with the move,
feeling isolated and missing her old friends. The family attends a new mosque, but they haven't
yet formed close connections with the congregation. Additionally, their new city has different
cultural norms and values, which the family is still learning to navigate.

8.1 Based on Bronfenbrenner’s ecological systems model, analyse the influence of the
exosystem on Ahsan’s life. (6 marks)

Unit 4 – Chapter 4: Section 4.4.3 – p. 120

- Analyses may vary but must align with the understanding of the exosystem i.e.
aspects outside of the individual’s immediate contacts that may influence them, e.g.
family member’s workplaces, institutions in the community, social clubs etc.
- A sample answer is provided.

The exosystem includes the broader social systems that indirectly affect Ahsan, such
as his father’s workplace and the community sports club. His father's long working
hours reduce the time available for family activities and support. The distance to the
community sports club means Ahsan cannot easily participate in basketball, affecting
his physical activity and social opportunities. These factors create stress and limit
resources that could help him adapt to his new setting.

8.2 Recommend forms of support that will address some of the challenges Ahsan is facing
at the microsystem and mesosystem levels. (4 marks)

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 FOR EXAMPLE:
Macrosystem: Educate the family on the cultural norms and values of their new city
through community programmes or cultural workshops. Advocate for policies that
support new families, such as local government initiatives to integrate newcomers into
the community.

Unit 4 – Chapter 4: Section 4.4.3 – pp. 119 - 120

- Student’s answers will vary but must be relevant to the microsystem (the person’s
living environment that is made up of those people and organisations they have most
frequent contact with e.g. family, school) and mesosystem (is created by the
interactions between elements of the microsystem).
- A sample answer has been provided.

Microsystem: Increase family bonding time, perhaps through planned family activities
during weekends. Engage with school counsellors and teachers to facilitate Ahsan's
academic and social adjustment.

Mesosystem: Create stronger connections between the family, school, and mosque by
attending school events and mosque activities together. Encourage communication
between teachers and parents to ensure coordinated support.

The following Learning Outcome is assessed in this question:

Unit 4 - Chapter 4:
• Evaluate the importance of human development for career development.

TOTAL: 100 MARKS

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ANNEXURE I: FORMATIVE ASSESSMENT 2

HIGHER EDUCATION PROGRAMMES

Academic Year 2025: January - June

Formative Assessment 2: Workplace Psychology (HPSW230-1)
NQF Level, Credits: 6, 12
Weighting: 20%
Assessment Type: Multiple-Choice Questions
Educator: Logan Carolus
Examiner: Candice Briesies
Due Date: 02 May 2025
Total: 50 Marks

Instructions:
• This assignment consists of 50 multiple-choice questions.
• Each question is worth one (1) mark.
• It is based on Units 5 – 8: Chapters 6 – 9 of your Introduction to Work Psychology
textbook.
• All questions are compulsory.
• This assignment is not submitted in document form online. Rather, it is an online
quiz to be completed in ColCampus.

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The following Learning Outcomes (LO’s) are assessed in this paper:

• Unit 5 – Chapter 6:
o Explain productive thinking and concept formation.
o Provide an overview of different approaches to understanding and measuring
intelligence.
o Describe the memory process, including strategies for enhancing memory and
memory loss through forgetting.
o Discuss aspects that influence the development of language such as home
environment and social media.
o Outline strategies for effective problem solving and decision-making with due
attention to ethical decision-making.
o Explain creativity and how to develop it.

• Unit 6 – Chapter 7:
o Identify and distinguish the differences between key concepts associated with
learning and development.
o Describe the impact of training, learning and development on the performance
of organisations.
o Explain the impact of key legislation on workplace learning in the South African
context.
o Discuss the appropriateness of the different training methods that are available
to organisations.
o Explain the role of analysis in determining training and development needs.
o Elaborate on the role of training evaluation in ensuring the quality of workplace
learning programmes.

• Unit 7 – Chapter 8:
o Define motivation and emotion and the critical concepts related to these.
o Distinguish between the different theories of motivation and their relative
purposes.
o Discuss how employees are motivated in the workplace using multiple theories
of motivation.
o Explain the impact of emotion on motivation using different theories of emotion.

• Unit 8 – Chapter 9:
o Explain the importance of viewing the organisation as an open system.
o Suggest ways in which group development can influence and enhance group
efficiency.
o Explain how group processes can either hinder or enhance group behaviour
and effectiveness.
o Explain the impact of group structure on group behaviour and effectiveness.
o Suggest strategies for aligning employee behaviour with the desired
organisational culture.

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Read the case study below and answer Questions 1 & 2:
Tracey attends a multicultural event and notices differences in greeting styles. In her
culture, hugging is common among family and close friends, but she observes that
others prefer handshakes or nods. When she meets Thandi, who is married to her
cousin, she gives her a hug, considering her part of the family, even though they are
not related by blood. Tracey reflects on how her cultural background influences how
she categorizes people and social behaviours.

Question 1: (1 mark)
Based on Tracey’s perception of greeting styles and how she greets Thandi, identify
which concept she is applying:

A. An algorithm for proper behaviour.

B. A prototype of typical social interaction in her culture.
C. A schema for understanding social norms.
D. A stereotype of social behaviour.

Question 2: (1 mark)
When Tracey applies her understanding of what constitutes "family" to include Thandi,
this illustrates the use of:

A. A prototype of family members.

B. An algorithm for defining family.
C. A stereotype of familial relationships.
D. A schema for categorizing relationships.

Question 3: (1 mark)
Grant is a 10-year-old student who has recently undergone an intelligence test as part
of an educational assessment. His teachers and parents have been concerned about
his academic progress and social interactions. The test results indicate that Grant has
an IQ score of 55.

Based on Grant's IQ score, which of the following statements is most accurate

regarding his intellectual abilities and educational needs?

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A. Grant's IQ score suggests that he has slight mental retardation and may need
specialised support and interventions to address his educational and
developmental needs.
B. Grant's IQ score suggests that he has average intellectual abilities and does not
require additional educational support.
C. Grant's IQ score suggests that he is exceptionally gifted and does not require any
additional support in his educational setting.
D. Grant's IQ score suggests that he is slightly below average in intellectual abilities
and may need some additional help with his studies.

Question 4: (1 mark)
John is a technician who installs solar panels and systems. Even though he didn't
receive much formal education, he is very skilled at his job. Maria, on the other hand,
is a lecturer who excels in academic writing and teaching but struggles with basic
home repairs.

Based on the scenario, identify which types of intelligence are most clearly shown by
John and Maria, and how their skills reflect this intelligence.

A. John and Maria both show creative intelligence because he comes up with
creative recipe ideas for meals, while Maria excels at teaching.
B. John shows analytical intelligence because he solves complex problems, while
Maria shows musical intelligence because she can compose and perform music.
C. John shows practical intelligence because of his hands-on, physical skills, while
Maria shows analytical intelligence because she writes, evaluates and teaches
academic content.
D. John and Maria both show interpersonal intelligence because they communicate
well with others.

Question 5: (1 mark)
Tom is preparing for his sociology exam and needs to memorize the consequences of
gender inequality in society. To help him remember, he reflects on recent
documentaries he watched and articles he read about the impact of gender inequality
on different communities.

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There are different techniques to enhance one’s memory. Identify the technique
utilised by Tom:

A. Chunking
B. Elaborative rehearsal
C. Mnemonics
D. Humour and exaggeration

Question 6: (1 mark)
Fatima works as a project manager at a design firm where getting project approval
has become slow and frustrating. The process is overly complicated, causing delays
that impact the firm's ability to start new projects on time.

To fix this, Fatima recalls similar issues from past projects. She remembers that
simplifying the approval steps helped things move faster. So, she decides to simplify
the current process by creating a checklist that focuses only on the most important
approval criteria. This change is based on her past experience of what worked well
and helps speed up the approval process significantly.

What problem-solving strategy did Fatima use to improve the approval process?

A. Heuristic
B. Algorithm
C. Trial-and-error
D. Analogy

Question 7: (1 mark)
Donnay is a marketing manager at a tech startup. The company has recently launched
a new smartphone, and Donnay is tasked with developing a marketing campaign that
will attract young professionals. She decides to analyse various promotional
strategies, each utilising different marketing techniques. Her goal is to find the most
creative solution that will appeal to the target audience whilst staying within budget.

Donnay needs to select the most creative and effective marketing strategy. Identify
the approach that demonstrates the ability to combine existing knowledge and rules
to focus on a single, well-supported solution.

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A. Exploring various creative ways to present the product, including unique
packaging and promotional events, to generate multiple ideas for the campaign.
B. Analysing past successful marketing campaigns of similar products and applying
proven techniques to craft a campaign tailored to the company's new
smartphone.
C. Designing an innovative social media campaign that uses conventional platforms
and interactive features to engage with the target audience.
D. Generating a list of potential promotional activities that could be used for the
campaign, including brainstorming with the team to come up with as many
diverse ideas as possible.

Question 8: (1 mark)
Moses is a manager at a small company. The company needs to hire a new employee,
and one of the applicants is Moses’s cousin. Moses knows his cousin is qualified for
the job, but he also knows that hiring a family member could raise ethical concerns
around nepotism. Moses must decide what to do.

What is the best way for Moses to handle this situation ethically?

A. Hire his cousin regardless of their familial relationship because he is the most
qualified candidate for the job.
B. Keep his familial connection to his cousin a secret and proceed with the hiring
process as usual.
C. Inform his superiors about the familial relationship and allow them to decide
whether his cousin should be hired.
D. Inform his superiors about the familial relationship, exaggerating his cousin’s
abilities and experience to ensure he gets the job. Inform his superiors about the
familial relationship, exaggerating his cousin’s abilities and experience so as to
ensure he gets the job.

Question 9: (1 mark)
Cassidy was at a concert, enjoying the music. After the band finished playing a song,
she noticed that the final note seemed to linger in the air for a moment before fading
away. Although the musicians had stopped playing, Cassidy could still hear the echo
of the last note in her mind.

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Identify the cognitive process that is most likely responsible for Cassidy hearing the
final note linger after the music stopped.

A. Her long-term memory storing the sound of the note.

B. Her working memory storing the notes from the song.
C. Her short-term memory holding onto the sequence of notes from the song.
D. Her sensory memory and auditory system briefly retaining the sound of the note,
making it seem to echo.

Question 10: (1 mark)

Tumi is participating in a trivia game where she is asked various general knowledge
questions. Without hesitation, she correctly answers that the colours of the American
flag are red, blue and white, that the national animal of Australia is the kangaroo, and
that the longest river in the world is the Nile . Even though Tumi can recall this
information easily, she cannot remember where or when she first learned these facts.

Identify the type of memory process that best explains how Tumi is able to recall this
general knowledge.

A. Working memory
B. Procedural memory
C. Semantic memory
D. Short-term memory

Question 11: (1 mark)

Simone works in customer service and has been avoiding calling a particular client for
weeks. Whenever she remembers to make the call, she finds herself conveniently
distracted by other tasks. Simone knows that the client has been dissatisfied with the
company's service, and the thought of the potential confrontation makes her anxious.
As a result, she repeatedly "forgets" to make the call.

Based on the scenario, what psychological process best explains Simone's repeated
failure to remember to call the client?

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A. Motivated forgetting
B. Selective attention
C. Cognitive dissonance
D. Short-term memory failure

Question 12: (1 mark)

In a diverse South African classroom, children from different linguistic backgrounds
are learning together. Some children speak only one language at home, while others
are bilingual or multilingual, speaking two or more languages. The teacher observes
that the bilingual children seem to have an easier time switching between tasks and
staying focused during complex activities. However, some of these bilingual children
occasionally struggle to rapidly recall specific words in a language. The teacher knows
that language development is influenced by both the children's inborn abilities (nature)
and their interactions with caregivers and the environment (nurture).

Identify the theory that explains the role of nature and nurture in language
development.

A. Interactionist / transactional theory

B. Nativist theory
C. Behaviourist theory
D. Social learning theory

Question 13: (1 mark)

Nabeelah is a software developer working on a new app to help people track their daily
spending habits. She spends several days trying to create a design that’s both easy
to use and looks good, but she gets stuck and can’t figure out the best way to do it.
Feeling frustrated, Nabeelah decides to take a break from the project. She starts doing
other things she enjoys, like painting and going for jogs. During this time, she doesn’t
think about the app at all. Then, one day while she’s out for a jog, a new idea for the
app’s design suddenly pops into her head. Excited, Nabeelah rushes back home and
starts working on this new idea. It turns out to be the perfect solution, and her app
becomes very successful.

Identify the stage of the creative process Nabeelah is demonstrating when she takes
a break from the project and later comes up with a new idea.

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A. Preparation
B. Incubation
C. Illumination
D. Verification

Question 14: (1 mark)

Anna, a manager at a manufacturing company, notices her team is struggling with
operating a new machine. To help them, she organizes a few practical sessions where
they are taught step-by-step how to use the new equipment effectively. She also starts
looking into broader educational programmes to enhance their overall skills and
encourages continuous learning to help her team adapt to future challenges.

Which of the following best describes the primary focus of Anna’s initial sessions for
her team.

A. Education
B. Lifelong learning
C. Training
D. Organisational development

Question 15: (1 mark)

Jason is an IT support technician at a small tech company. He obtained a diploma in
IT after high school and has been working in the field for a few years. Recently, his
employer offered to sponsor his studies for a bachelor’s degree in computer science.
Jason understands that while his diploma provides a solid foundation, a degree will
equip him with advanced knowledge and skills that are crucial for his career growth.
Excited by the prospect, Jason eagerly enrols in the degree programme, seeing it as
a valuable opportunity to further his knowledge and expertise.

With reference to the four attributes of a lifelong learner, identify the attributes
portrayed in the case study:

A. Curiosity, vulnerability, and aspiration.

B. Self-awareness, aspiration, and vulnerability.
C. Vulnerability, curiosity, and self-awareness.
D. Aspiration, self-awareness, and curiosity.

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Read the case study below and answer Questions 16 – 18:
Tendai, a marketing intern, observes his colleague Logan’s successful marketing
campaigns and decides to use similar strategies in his own work. He hopes to replicate
Logan’s positive results. Meanwhile, Mark, another intern, learns traditional marketing
techniques from Maria, another colleague. Both interns have different learning
outcomes based on their observations and interactions.

Question 16: (1 mark)

Identify the concept that best describes Tendai’s learning process by observing
Logan's strategies?

A. Constructivism
B. Social learning
C. Behaviourism
D. Cognitivism

Question 17: (1 mark)

Based on Mark’s and Tendai’s experiences, which statement aligns with the concept
of constructivism?

A. Both will learn the same strategies due to identical resources.

B. They will each learn in their own way, as learning is a personal experience.
C. Learning is uniform and not influenced by individual experiences.
D. Success is solely dependent on the positive consequences of others’ strategies.

Question 18: (1 mark)

If Tendai’s use of Logan's strategies leads to positive results, which social learning
concept will have been demonstrated?

A. Reinforcement
B. Operant Conditioning
C. Modelling
D. Cognitive Dissonance

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Question 19: (1 mark)
Identify which of the following statements accurately reflects one of the six key
principles of andragogy.

A. The adult learner’s self-concept is primarily dependent on always needing

support and guidance.
B. Adult learners are goal-orientated and learn based on their job requirements or
life stage.
C. Prior experiences of adult learners are irrelevant and should not be integrated
into new learning experiences.
D. Adult learners are motivated to learn solely based on external rewards and
incentives.

Question 20: (1 mark)

James, a 55-year-old project manager, has been using the same project management
software for over a decade. His company has recently upgraded to a new, more
advanced software system that promises increased efficiency. James feels
uncomfortable with this change and is anxious about his ability to adapt to the new
technology. Despite the provided training sessions and support resources, James
struggles to make use of the new software and constantly calls on his colleagues to
assist with or re-demonstrate processes for him.

Identify the principle of andragogy exemplified by James's difficulties in adapting to

the new project management software.

A. Adult learners are goal orientated.

B. The learner brings a wealth of prior experience to the learning process.
C. The learner’s readiness to learn is dependent on their stage of development.
D. The effectiveness of the learning process is influenced by the self-concept of the
learner, which may vary from a dependent personality to a self-directed
personality.

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Question 21: (1 mark)
Identify the principle within the National Qualifications Framework (NQF) that
guarantees a cohesive approach to education and training across various disciplines
and levels of learning, as well as between different components of the learning delivery
system.

A. Relevance
B. Integration
C. Standards
D. Progression

Question 22: (1 mark)

Identify the principle within the National Qualifications Framework (NQF) that ensures
the framework allows individuals to progress through various levels of national
qualifications by combining different learning programmes.

A. Integration
B. Standards
C. Credibility
D. Progression

Question 23: (1 mark)

Emma is a graduate student who excels in academic settings where she has to
analyse complex theories and integrate information from various sources. She enjoys
writing detailed theoretical research papers and creating comprehensive reflective
reports, as she values understanding abstract concepts and synthesizing information
systematically.

Identify the learning style portrayed in the scenario:

A. Diverger
B. Converger
C. Assimilator
D. Accommodator

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Question 24: (1 mark)
At Greenfield Corporation, new employees are provided with a comprehensive
handbook that includes guidelines for handling customer service issues, procedures
for internal communications, and templates for report writing. The handbook is
designed to be a self-contained resource that employees can refer to as needed for
detailed instructions and examples.

Identify the training method portrayed in the scenario:

A. Self-instruction
B. Instructor-led classroom
C. Training by documentation
D. Technology-based training

Question 25: (1 mark)

An organisation wants to develop a training programme for its customer service
representatives to improve their problem-solving skills. The first step in designing this
training programme involves specifying the desired outcomes of the intervention.

What is the purpose of specifying objectives in the design of a learning intervention?

A. To determine the length of the training programme.

B. To specify the resources required for the training programme.
C. To assess the effectiveness of the training programme.
D. To outline the expected results learners should achieve.

Question 26: (1 mark)

Rayhaana has just joined a new company, and for her first week she attends a series
of introductory sessions. These sessions cover the company’s history, mission, core
values, and the basics of how the company's departments work together. The goal is
to help her integrate smoothly into her new role by providing essential information
about the workplace environment and expectations.

Identify the workplace-centred training method portrayed in the scenario

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A. Orientation training
B. Mentoring
C. On-the-job training
D. Coaching

Question 27: (1 mark)

Lebo and Thabo are employees at Greenwood Corporation. Lebo enjoys tackling
complex problems at work and often stays late, driven by the satisfaction of completing
challenging tasks. She often says, "It's not about the money; it's about doing a great
job."

Thabo, however, focuses on meeting targets to earn his quarterly bonus. He works
hard to ensure he qualifies for the financial reward, viewing the bonus as his main
motivator.

Which of the following statements best describes the type of motivation driving each
employee?

A. Lebo is driven by intrinsic motivation, while Thabo is driven by extrinsic

motivation.
B. Lebo is driven by extrinsic motivation, while Thabo is driven by intrinsic
motivation.
C. Both Lebo and Thabo are driven by extrinsic motivation.
D. Both Lebo and Thabo are driven by intrinsic motivation.

Question 28: (1 mark)

Herzberg proposed a two-factor theory of motivation in the workplace. According to
him, the motivational factors refer to:

A. The built-in drive to avoid pain from the environment, plus all the learned drives
which become conditioned to basic biological needs.
B. A distinct human trait that is the capacity to accomplish goals, and through those
accomplishments, to experience psychological growth.
C. The values that guide behaviour, as they are the standards that people use to
make choices that will satisfy specific needs.

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D. A complete piece of work, in the sense that the employee is involved in a
complete set of tasks that result in a definable product.

Question 29: (1 mark)

Vusi works as a content editor at Bright Minds Publishing. She has all the necessary
tools to do her job well, including access to advanced editing software, a comfortable
workspace, and a supportive team. Despite this, Vusi feels demotivated and
disengaged at work. Although she consistently meets her deadlines and delivers high-
quality work, she rarely receives any acknowledgment or praise from her managers
for her contributions. The lack of recognition has left Vusi feeling unappreciated and
dissatisfied with her job.

With reference to Herzberg’s theory, which factors are lacking for Vusi?

A. Hygiene factors
B. Motivational factors
C. External factors
D. Intrinsic factors

Read the case study below and answer Questions 30 – 32:

Evan, a new employee at CW Corporation, is focused on job security and ensuring he
can cover his basic living expenses. Maria, a long-time employee, is more interested
in advancing her career and seeks recognition for her achievements. She aims to
reach her full potential and contribute meaningfully to the company.

Question 30: (1 mark)

Which level of Maslow’s hierarchy is Evan primarily focused on?

A. Physiological needs
B. Self-actualization needs
C. Safety / security needs
D. Social needs

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Question 31: (1 mark)
If Maria’s desire for recognition and advancement is not met, identify which of
Maslow’s needs she might feel is lacking.

A. Physiological needs
B. Self-actualization needs
C. Safety needs
D. Ego needs

Question 32: (1 mark)

According to Maslow’s hierarchy, which of the following best describes the transition
from Evan’s focus to Maria’s focus over time?

A. Moving from safety needs to self-actualization needs.

B. Moving from safety needs to physiological needs.
C. Moving from social needs to safety needs.
D. Moving from ego needs to self-actualization needs.

Read the case study below and answer Questions 33 & 34:
At Milkwood Corporation, Leza and Thomas are sales reps with different views on their
jobs. Leza is confident that if she works hard, she will hit her sales goals and get a big
bonus. She really wants that bonus and believes her hard work will pay off because
she has done well in the past.

Thomas, however, is not sure if working harder will actually help him meet his sales
targets. He doesn’t care much about the bonus because he thinks it’s not worth the
extra effort. He also doubts that his increased effort will make a difference in his
performance.

Question 33: (1 mark)

What part of Expectancy Theory is represented by Leza’s strong desire for the bonus?

A. Instrumentality.
B. Valence.
C. Expectancy.
D. Motivational Force.

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Question 34: (1 mark)
What part of Expectancy Theory is Thomas struggling with if he doubts that working
harder will improve his performance?

A. Instrumentality.
B. Valence.
C. Expectancy.
D. Motivational Force.

Question 35: (1 mark)

The aspects of personality that are primarily genetic or constitutional in origin, are
present across different ages and societies, demonstrate some consistency across
various situations, and remain relatively stable, at least within developmental stages,
are referred to as:

A. Emotion
B. Mood
C. Self-fulfilling prophecies
D. Temperament

Read the case study below and answer Questions 36 & 37:
Claire, a university student, is walking home alone after a late study session.
Suddenly, she hears footsteps behind her and notices someone approaching quickly.
Her heart starts to race, she feels her palms sweating, and her legs begin to tremble.
Claire interprets these physical reactions as fear and becomes anxious about the
possibility of being in danger.

Question 36: (1 mark)

According to the James-Lange theory of emotion, what causes Claire to feel fear in
this situation?

A. The physiological changes she experiences.

B. The external environment and presence of someone behind her.
C. Her previous experiences with similar situations.
D. Her awareness of the situation.

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Question 37: (1 mark)
Identify which criticism of the James-Lange theory is illustrated by Claire's situation if
her physiological reactions are similar to those she experiences during exercise, which
is not related to fear.

A. Emotions occur too quickly for physiological changes to be the source of them.
B. Physiological arousal may occur without an emotion.
C. Physiological changes are often too subtle to notice.
D. Different emotions may exhibit the same physiological state.

Question 38: (1 mark)

At CW Corporation, Amelia, a team leader, has a positive view of her team members.
She believes that they are capable, eager to take on challenging tasks, and motivated
to achieve high performance. Because of her confidence in their abilities, Amelia
delegates significant responsibilities to them and provides ample opportunities for
professional growth. Her team members, in turn, rise to the occasion and exceed
performance expectations, demonstrating the qualities Amelia anticipated.

Identify which McGregor theory is illustrated by Amelia’s belief in her team members’
capabilities and their subsequent high performance.

A. Theory Y self-fulfilling prophecy

B. Theory X self-fulfilling prophecy
C. Self-fulfilling prophecy
D. Self-actualisation

Question 39: (1 mark)

InnoTech, a technology company, uses cloud technology to run its business. The
company interacts with things outside of its control, like customer feedback and new
tech trends. It takes these inputs, processes them, and then creates new software and
services. The company needs to balance its team dynamics (how employees work
together) with its tech tools and processes. Understanding how different parts of the
company affect each other is crucial for making sure everything runs smoothly and
adapts to changes.

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According to the open-systems approach, how does InnoTech’s organisational system
function?

A. It operates as a closed system with fixed boundaries and limited interaction with
the environment.
B. It functions as a macrosystem, mesosystem, and microsystem, all interacting with
each other and the environment.
C. It focuses solely on the technical components of the organisation, ignoring social
factors.
D. It views the organisation as a static entity with no need for adaptation to external
changes.

Question 40: (1 mark)

Identify the correct sequence of stages, which make up the Five-Stage Model of Group
Development:

A. Adjourning; Performing; Norming; Storming; Forming

B. Storming; Performing; Forming; Norming; Adjourning
C. Forming; Storming; Norming; Performing; Adjourning
D. Forming; Norming; Performing; Adjourning; Storming

Question 41: (1 mark)

According to the punctuated equilibrium model, identify which of the following
statements best describes the transition phase in a group's development.

A. It is the initial meeting where the group establishes its direction and sets rules for
behaviour.
B. It represents a period of inertia where the group maintains its established rules
and behavioural patterns without significant change.
C. It is a critical point halfway through the group's timeline when the group
experiences a significant shift, adopting new perspectives and changing its
direction.
D. It marks the final meeting where the group reviews and finalizes its outcomes
before the project deadline.

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Question 42: (1 mark)
In the context of group development, identify the stage which is characterised by the
disbanding of the group after the project is completed, where members reflect on their
accomplishments and experiences.

A. Performing.
B. Norming.
C. Forming.
D. Adjourning.

Question 43: (1 mark)

Group decision-making can be used to ensure that high quality decisions are made.

Identify the advantages of group decision-making:

A. Provision of multiple inputs; provision of multiple solutions; responsibilities are

diverse; group decisions are considered as more democratic.
B. Provision of multiple inputs; provision of multiple solutions; group members
support the decisions, actions, and consequences; group decisions are
considered as more democratic.
C. Time-consuming; pressure to conform; domination by a few; ambiguous
responsibility.
D. Pooling of resources; pressure to conform; diversity; ambiguous responsibility.

Read the case study below and answer Questions 44 – 46

Alex has been promoted to a senior management role at Innotech. In her new role she
is expected to lead projects and make strategic decisions professionally. Her
understanding of the role initially leads her to adopt a more directive leadership style.
However, her team were counting on a more collaborative approach. In addition to
this, Alex is married with a family who expect her to spend time with them and
effectively balance her work and home life.

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Question 44: (1 mark)
Alex’s adoption of a directive leadership style is an example of:

A. Role expectation
B. Role identity
C. Role perception
D. Role conflict

Question 45: (1 mark)

Which statement illustrates Alex’s teams’ role expectation of her?

A. That Alex should balance her work and home life.

B. That women are less suited to management roles.
C. That Alex should adopt a authoritative approach.
D. That Alex should adopt a cooperative approach.

Question 46: (1 mark)

Balancing work and home life is proving challenging for Alex. She is juggling several
projects at once, her team are not co-operating with her, and she often has to bring
work home to ensure that she keeps on top of everything. Her family are not happy
about this.

Identify the issue Alex is currently faced with:

A. Role expectation
B. Inertia
C. Role conflict
D. Norms

Question 47: (1 mark)

TechNova Electronics, a company specializing in consumer electronics, has been in
business for over 25 years. Recently, TechNova has noticed changes in the market,
including new competitors and shifting consumer preferences. They are considering
expanding their product line and entering new markets to sustain growth. The
management team is assessing their current situation to formulate effective strategies.

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With reference to SWOT analysis, identify the threats to TechNova Electronics:

A. The company has been in business too long.

B. The company’s management team are not responding fast enough.
C. The market is changing, new players are entering the electronics field, and
consumer tastes are shifting.
D. The company needs to update their facilities.

Question 48: (1 mark)

Blake has been with his new company for six months. He has started to understand
the day-to-day responsibilities of his job and is getting comfortable with his new role.
He is adapting to the company’s workflow, attending regular team meetings, and
learning how to collaborate effectively with his new colleagues. Blake is also figuring
out how to manage his work-life balance within the context of this new environment.

Identify which stage of socialisation Blake is currently in:

A. Accommodation.
B. Anticipatory socialisation.
C. Adjustment.
D. Encounter.

Question 49: (1 mark)

Jack has been with his new company for three weeks. He has attended his orientation
sessions, has met all his new colleagues, and is beginning to understand the
company’s daily operations and work environment. Jack is experiencing the reality of
the job for the first time and is learning how the company culture and his new role
align. He is actively engaging in the new work environment and addressing any
differences between his pre-arrival expectations and the actual workplace.

Identify which stage of socialisation Jack is currently in:

A. Accommodation.
B. Anticipatory socialisation (pre-arrival).
C. Adjustment.
D. Encounter.

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Question 50: (1 mark)
Kim, a project manager, has been receiving feedback that a current project is in
jeopardy because the team members are not co-operating with one another. To
address this, Kim schedules a meeting and asks each team member to write down
their concerns and potential solutions regarding the issue. Once collected, Kim reads
out the concerns and solutions to the group. The discussion that follows is led by Kim,
and team members do not directly discuss their concerns with one another but rather
provide feedback through Kim.

Identify the group decision-making technique portrayed in the scenario:

A. The nominal group technique.

B. SWOT analysis
C. The Delphi technique.
D. Brainstorming.

TOTAL: 50 MARKS

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ANNEXURE J: SUMMATIVE ASSESSMENT 2

HIGHER EDUCATION PROGRAMMES

Academic Year 2025: January - June

Summative Assessment 2: Workplace Psychology (HPSW230-1)

NQF Level, Credit: 6, 12

Weighting: 10%

Assessment Type: Research Essay

Educator: Logan Carolus

Examiner: Candice Briesies

Due Date 06 June 2025

Total 45 Marks

Instructions
1. Summative Assessment 2 (SA2) must be uploaded in PDF format onto ColCampus by
no later than 23h59 – 06 June 2025.

2. The essay must be a minimum of 600 (six hundred) words and should not exceed 750
(seven hundred and fifty) words.

3. The essay structure must be as follows:

• Cover Page:
o Name
o Surname
o Student Number
o Name of your Support Centre (i.e. Boston, Braamfontein)

118 HPSW230-1-Jan-Jun2025-SA2-CB-V.2-30102024
 • Introduction: Tells the reader what the essay is about.
• Body / Main Content: Is based on research and relates to the essay question or
topic that has been set.
• Conclusion: Is a summary of what has been covered in the essay, it may also
include suggestions / recommendations.
• Reference list: (not included in the word count): the Harvard Referencing Method
must be adhered to with regards to in-text citations and the reference list.

Please make sure you read and adhere to Boston’s Harvard Method of
Referencing: A Beginner’s Guide when referencing, as well as The Beginners
Guide to Plagiarism, both are available in the HE Library module on ColCampus.

4. The essay must be typed, using the following format settings only:
• Font: Arial
• Font Size: 12
• Line Spacing: 1.5

5. For this assessment the following must be adhered to:

• You have been provided with three (3) academic sources (see below), these
sources are compulsory reading and at least two (2) must be consulted and
referenced when answering the research essay.

• The compulsory sources must be accessed using the HE Library module on

ColCampus unless otherwise stated e.g. through a hyperlink.

• Compulsory sources to be used:

Journal Article 1: Google Scholar

Daudi, I., Sulastini, Husnurrofiq, & Alfisah, E. 2020. Effects of mental disorders
on employee innovative performance: Evidence from the Indonesian fertilizer
industry, Contemporary Economics, 14(4): 555-565.

Journal Article 2: Sabinet

Zenani, N.E., Gause, G. & Sehularo, L. 2023. Strategies to enhance resilience
to cope with workplace adversities post-COVID-19 among ICU nurses,
Curationis, 45(1): 1-8.

Journal Article 3: Google Scholar

Kelloway, E.K, Dimoff, J.K., & Gilbert, S. 2023. Mental Health in the Workplace. Annual
Review of Organizational Psychology and Organizational Behavior, 10: 363-387.

119 HPSW230-1-Jan-Jun2025-SA2-CB-V.2-30102024
6. Academic sources and accessing credible e-Resources:
Not all sources / texts can be classified as academic sources. Wikipedia, for example,
is not a credible academic source since authors are not identifiable, and editing an
article on this site is very easy. Also, blog posts often provide valuable information
but are not academically sound. To judge whether a source is credible, consider the
following criteria:
• The author should be identifiable through author information, affiliations, and/or
qualifications.
• An academic source has usually been peer-reviewed.
• Academic textbooks or academic journals should be published by a recognised
authority/publisher like a university, an academic publishing house, research
organisation etc.
• A list of references should be present, that is, full citations for sources used.
Thorough reference to research is a crucial characteristic of legitimate academic
work.

7. You must make use of the Harvard Method of Referencing. Please make sure you
read and adhere to Boston’s Harvard Method of Referencing: A Beginner’s Guide
when referencing, as well as The Beginners Guide to Plagiarism, both are available
in the HE Library module on ColCampus.

8. Boston expects you to approach your work with honesty and integrity. Honesty is the
basis of respectable academic work. Whether you are working on a formative
assessment, a project, a paper (read at a conference), an article (published by a
journal), or a summative assessment essay, you should never engage in plagiarism,
unauthorised collaboration (collusion), cheating, or academic dishonesty.

Plagiarism occurs when a writer duplicates another writer's language or ideas, and
then calls the work their own. Simply put, plagiarism is academic fraud. This includes
the ‘copy and paste’ of work from textbooks, study guides, journal articles, etc. Refer
to the Plagiarism Information Sheet in your Course Outline for further information.

9. To obtain maximum results, please consult the rubric included in this brief to ensure
that you adhere to and meet all the given criteria.

10. A Copyleaks Report will be issued via ColCampus once the assignment is submitted.
Please ensure that you follow the correct steps when uploading your assignment, to
ensure that the Copyleaks Report is correctly issued. If the incorrect document is
uploaded, or if no Copyleaks Report is issued, or if the Copyleaks Report indicates
that a 30% similarity/plagiarism score has been exceeded, a mark of zero (0) will be
awarded.

120 HPSW230-1-Jan-Jun2025-SA2-CB-V.2-30102024
 The following Learning Outcomes are assessed in this assessment:

• Unit 10 – Chapter 11:

o Compare the main characteristics of different psychological disorders.
o Differentiate between psychological disorders and work dysfunctions.

121 HPSW230-1-Jan-Jun2025-SA2-CB-V.2-30102024
QUESTION 1 (45 Marks)
“Building a community and building a business go hand in hand, that is my belief. Many employees
check part of themselves at the door when they go to work and leave part of themselves at home.
Companies that allow employees to bring their whole self to work are the ones that get the most out
of their employees.” - Scott Farquhar, co-founder and CEO of Atlassian.

Discuss the impact of poor mental health on employee productivity and job satisfaction. To what
extent do you believe mental health should be considered a priority in the workplace? Additionally,
how can employers effectively balance the need for productivity with ensuring the mental health and
well-being of their employees? (45 marks)

NOTE:
• Refer to the Grading Rubric on the next page for guidance when researching and writing your
essay.

• You have been provided with three (3) academic sources (see below), these sources are
compulsory reading and at least two (2) must be consulted and referenced when answering the
research essay.

Journal Article 1: Google Scholar

Daudi, I., Sulastini, Husnurrofiq, & Alfisah, E. 2020. Effects of mental disorders on employee
innovative performance: Evidence from the Indonesian fertilizer industry, Contemporary
Economics, 14(4): 555-565.

Journal Article 2: Sabinet

Zenani, N.E., Gause, G. & Sehularo, L. 2023. Strategies to enhance resilience to cope with
workplace adversities post-COVID-19 among ICU nurses, Curationis, 45(1): 1-8.

Journal Article 3: Google Scholar

Kelloway, E.K, Dimoff, J.K., & Gilbert, S. 2023. Mental Health in the Workplace. Annual
Review of Organizational Psychology and Organizational Behavior, 10: 363-387.

• You may conduct additional research. However, all additional sources used must be properly
referenced both in-text and in the reference list.

122 HPSW230-1-Jan-Jun2025-SA2-CB-V.2-30102024
• A Copyleaks Report will be issued via ColCampus once the assignment is submitted. Please
ensure that you follow the correct steps when uploading your assignment, to ensure that the
Copyleaks Report is correctly issued. If the incorrect document is uploaded, or if no Copyleaks
Report is issued, or if the Copyleaks Report indicates that a 30% similarity/plagiarism score has
been exceeded, a mark of zero (0) will be awarded.

The grading rubric can be found on the next page…

123 HPSW230-1-Jan-Jun2025-SA2-CB-V.2-30102024
 GRADING RUBRIC
CRITERIA
Structure 2 1 0
Professional structure, with a Somewhat unclear structure, No evident structure, no
clear delineation between the with either the introduction or introduction and no
introduction, body and conclusion missing. conclusion, just a collection of
conclusion. paragraphs covering the
topic.

Content 10 - 13 6-9 3-5 1-2 0

Thorough Good discussion Basic discussion Insufficient No understanding
discussion of the of the impact of of the impact of attempt at of the topic.
impact of poor poor mental poor mental discussing the
mental health on health on health on impact of poor
employee employee employee mental health on
productivity and productivity and productivity and employee
job satisfaction. job satisfaction. job satisfaction. productivity and
job satisfaction.
10 - 13 6-9 3-5 1-2
Thorough Good discussion Basic discussion Insufficient
discussion with with regards to with regards to attempt at
regards to what what extent what extent discussing to
extent mental mental health mental health what extent
health should be should be should be mental health
considered in the considered in the considered in the should be
workplace. workplace. workplace. considered in the
workplace.
10 - 13 6-9 3-5 1-2
Thorough Good discussion Basic discussion Insufficient
discussion of how of how employers of how attempt at
employers can can effectively employers can discussing how
effectively balance the need effectively employers can
balance the need for productivity balance the need effectively
for productivity with the mental for productivity balance the need
with the mental health and well- with the mental for productivity
health and well- being of their health and well- with the mental
being of their employees. being of their health and well-
employees. employees. being of their
employees.
Compulsory 2 1 0
Sources Two (2) compulsory sources Only one (1) of the compulsory None of the compulsory
consulted and used within the sources consulted and used sources were consulted or
essay. within the essay. used in the essay.
Referencing 2 1 0
Correct Harvard Referencing Correct Harvard Referencing is Incorrect use of Harvard
used for both the reference list mostly used for both the Referencing for all references
and in-text citations. reference list and in-text and in-text citations.
citations OR
The reference list and all in-text No reference list and / or in-
citations are correct. Most, but not all, of the text citations provided at all.
reference list and in-text
citations are correct.
TOTAL: 45 MARKS

124 HPSW230-1-Jan-Jun2025-SA2-CB-V.2-30102024
ANNEXURE K: SAMPLE SUMMATIVE ASSESSMENT 1

HIGHER EDUCATION PROGRAMMES

Academic Year 2025: January - June

Sample Summative Assessment 1: Workplace Psychology (HPSW230-1)
NQF Level, Credits: 6, 12
Weighting: 50%
Assessment Type: Examination
Stationery: Black / Blue Pen
Pass Requirement: 50%
Educator: Logan Carolus
Examiner: Candice Briesies
Total: 70 Marks
Time: 2 Hours

Instructions:
1. This examination paper consists of thirteen (13) pages including the cover sheet. Ensure that
you have all the pages.

2. This examination paper is for revision purposes only.

3. This examination consists of two sections only: Section A (Multiple-choice Questions) and
Section B (Essay-type Questions).

4. Answers must be handwritten. Typed answers will not be accepted.

5. All questions are compulsory.

6. No answers in pencil will be marked.

7. Good Luck!

125 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

The following Learning Outcomes (LO’s) are assessed in this paper:

• Unit 5 – Chapter 6:
o Explain productive thinking and concept formation.
o Outline strategies for effective problem solving and decision-making with due attention
to ethical decision-making.
o Explain creativity and how to develop it.
o Provide an overview of different approaches to understanding and measuring
intelligence.

• Unit 6 – Chapter 7:
o Identify and distinguish the differences between key concepts associated with
learning and development.
o Describe the impact of training, learning and development on the performance of
organisations.
o Explain the role of analysis in determining training and development needs.
o Explain the impact of key legislation on workplace learning in the South African
context.

• Unit 7 – Chapter 8:
o Define motivation and emotion and the critical concepts related to these.
o Distinguish between the different theories of motivation and their relative purposes.
o Discuss the practical application of various motivational strategies in the workplace.
o Discuss how employees are motivated in the workplace using multiple theories of
motivation.
o Explain the impact of emotion on motivation using different theories of emotion.
o Discuss the impact of culture on emotion.

• Unit 8 – Chapter 9:
o Explain the importance of viewing the organisation as an open system.
o Suggest ways in which group development can influence and enhance group
efficiency.
o Explain how group processes can either hinder or enhance group behaviour and
effectiveness.
o Discuss social change in organisations.

• Unit 9 – Chapter 10:

o Discuss how cultural value systems, as presented by Hofstede and the Globe project,
manifest themselves, especially in sub-Saharan organisations

• Unit 10 – Chapter 11:

o Suggest ways in which group development can influence and enhance group
efficiency. Discuss how cultural value systems, as presented by Hofstede and the
Globe project, manifest themselves, especially in sub-Saharan organisations.
o Explain some of the well-being concepts used to enhance optimal functioning

126 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

Workplace Psychology HPSW230-1

Sample Summative Assessment 1 (Sample SA1)

Total Marks: 70 Duration: 2 Hours

Answer both Section A and Section B.

SECTION A: Multiple-Choice Questions (25 marks)

Question 1: (1 mark)
According to Raymond Cattell's model of intelligence, the difference between fluid intelligence
and crystallised intelligence is:

A. Fluid intelligence involves memory and evaluation, while crystallised intelligence involves
abstract thinking.
B. Fluid intelligence refers to accumulated knowledge, while crystallised intelligence involves
flexible thinking.
C. Fluid intelligence is the ability to solve problems using prior knowledge, while crystallised
intelligence involves abstract reasoning.
D. Fluid intelligence is the ability to think flexibly, while crystallised intelligence encompasses
accumulated knowledge.

Question 2: (1 mark)
Alice, a manager at a technology company, notices that her department lacks motivation and
creativity. She decides to implement training sessions focused on empowering individuals,
enhancing interpersonal skills, and promoting career-life planning.

Which type of social development is Alice targeting with these interventions?

A. Development of the individual

B. Development of the organisation as a whole
C. Development of leadership approach
D. Development of teams

127 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

Question 3: (1 mark)
The role of I-O psychologists and HR practitioners according to the systems view of the
organisation is to:

A. Enforce rigid structures and hierarchies.

B. Minimize interaction between different parts of the organisation.
C. Resist change and maintain the status quo.
D. Understand how behaviours in one part of the system affect others.

Question 4: (1 mark)
Sarah is a cultural anthropologist studying how different cultures perceive and interpret social
behaviours. She is currently conducting a cross-cultural study where participants from different
cultural backgrounds are asked to categorise who makes up their extended family.

Identify the mental structure that is primarily involved in guiding their interpretations:

A. Prototype
B. Encoding
C. Schema
D. Blueprint

Question 5: (1 mark)
The principle of __________, within the National Qualifications Framework (NQF) allows for
individuals to move through different levels of qualifications via various combinations of learning
programmes.

A. Integration
B. Relevance
C. Standards
D. Progression

128 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

Question 6: (1 mark)
What distinguishes training from education in the context of workplace learning?

A. Training aims to develop individuals' knowledge, social understanding, and intellectual

capacity.
B. Education involves planned short-term change efforts to modify competencies, attitudes,
and beliefs.
C. Training involves instances when the end product of learning can be specified in terms of
specific outcomes or results.
D. Education focuses on equipping people with specific skills needed to perform a new job-
performance standard.

Question 7: (1 mark)
Which of the following scenarios best illustrates the application of Theory Y and the self-fulfilling
prophecy?

A. Michael, a manager, views his employees as lazy and uninterested in their work. He closely
monitors their every move and frequently intervenes, resulting in resentment and
decreased performance.
B. Sarah, a manager, believes that her team members are capable and self-motivated.
Consequently, she delegates tasks and provides them with autonomy, leading to increased
productivity and job satisfaction.
C. Alex, a supervisor, assigns overly challenging projects to his team members, providing
them with most of the resources they need. As a result, the team feel challenged and
motivated to try to succeed.
D. Emma, a team leader, expects her team members to underperform due to their lack of
experience. She offers minimal guidance and support, leading to a self-fulfilling prophecy
where they fulfil her low expectations.

Question 8: (1 mark)
Which of the following terms represents a positive feeling related to accomplishment?

A. Natsukashii (Japanese).
B. Wabi-sabi (Japanese)
C. Saudade (Portuguese).
D. Yuan bei (Chinese).

129 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

Question 9: (1 mark)
Karabo is a university professor who specialises in theoretical physics. She is highly regarded
in her field and has published numerous research papers in prestigious scientific journals.
However, despite her academic success, Karabo often struggles with practical tasks in her daily
life. For example, she frequently forgets to pay her bills on time and has difficulty assembling
furniture.

The type of intelligence Karabo is likely to excel in based on Sternberg's theory of successful
intelligence is:

A. Analytical intelligence
B. Creative intelligence
C. Practical intelligence
D. Linguistic intelligence

Question 10: (1 mark)

Emily works as a customer service representative for an e-commerce company. She has all the
necessary equipment and tools to perform her job effectively, including a computer, high-speed
internet, and access to customer databases. However, Emily feels frustrated with her job
because she receives little recognition for her hard work and dedication.

With reference to Herzberg’s theory, which factors are lacking for Emily?

A. Hygiene factors
B. External factors
C. Motivational factors
D. Intrinsic factors

Question 11: (1 mark)

Communication breakdowns can occur due to various factors, such as filtering and distortion.
Filtering happens when certain parts of the message are omitted during transmission, while
distortion involves altering the message's meaning. Understanding these phenomena is crucial
in maintaining effective communication within groups.

The primary cause of filtering in communication breakdowns within groups is:

130 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

A. Misinterpretation of non-verbal cues
B. Selective transmission of information
C. Lack of language proficiency
D. Inadequate communication channels

Question 12: (1 mark)

Tracy is a project manager working on a tight deadline to deliver a new software application.
She encounters a bug in the code that is causing errors, but she is unsure of how to fix it.
Considering different problem-solving strategies, she decides to systematically analyse the code
and test various solutions until she finds one that works.

Identify which problem-solving strategy Tracy has used to fix the problem:

A. Trial-and-error
B. Heuristics
C. Analogies
D. Algorithms

Question 13: (1 mark)

Raj, a musician, is composing a new piece of music. He spends several hours every day
meditating and reflecting on different musical themes. During one of his meditation sessions, he
experiences a surge of creative energy and imagines the entire composition in his mind.

Which aspect of Eastern creative models is Raj's experience most similar to?

A. The preparatory stage

B. The second stage involving inner connection
C. The third stage focusing on personal fulfilment
D. The last stage involving social communication

131 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

Question 14: (1 mark)
Identify the scenario that best illustrates the James-Lange theory of emotion?

A. Upon receiving an unexpected gift, Sarah’s heart starts racing.

B. Upon hearing a scary noise outside his bedroom window, John immediately feels afraid
and starts trembling.
C. After watching a sad scene in a movie, Emma experiences tears and feels sadness.
D. Feeling happy, Mark notices his increased heart rate and attributes it to his joyful mood.

Question 15: (1 mark)

Which of the following is NOT a characteristic of group-think?

A. Rationalisation of resistance to group assumptions.

B. Direct pressure on members expressing doubts.
C. Encouragement of diverse opinions.
D. Illusion of unanimity within the group.

Question 16: (1 mark)

In the context of group development _________ is characterised by the establishment of rules,
the development of a common set of expectations, and close relationships among group
members.

A. norming
B. performing
C. adjourning
D. storming

Question 17: (1 mark)

In expectancy theory the element of _________ focuses on the degree the person values the
outcome.

A. Valence
B. Instrumentality
C. Expectancy
D. Effort

132 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

Question 18: (1 mark)
Emma, a marketing professional in her mid-30s, has been working in the marketing industry for
several years. Recently, she attended a seminar on digital marketing trends and was introduced
to a new type of marketing strategy she’d never heard of before. The new strategy really
intrigued her, and she spent the next few weeks researching it, until she fully understood it and
was ready to try it out.

Identify the attribute of lifelong learning that is demonstrated by Emma's enthusiasm and
dedication to mastering the new marketing strategy:

A. Vulnerability
B. Aspiration
C. Curiosity
D. Self-awareness

Question 19: (1 mark)

John is the owner of a small restaurant in a bustling neighbourhood. Concerned about staying
competitive in the ever-changing restaurant industry, he decides to conduct a SWOT analysis
to assess his business's current position and formulate strategies for growth.

Identify which aspect of the SWOT analysis John should focus on to identify factors that are
external to his restaurant?

A. Strengths
B. Weakness
C. Opportunities
D. Threats

Question 20: (1 mark)

Carl is a manager at a software development company. He notices that some team members
are struggling to collaborate effectively and share knowledge. To address this issue, Carl
implements a mentoring programme where experienced team members provide guidance and
support to newer employees.

Which learning theory is Carl likely implementing through his mentoring programme?

133 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

A. Humanist approach
B. Behaviourist approach
C. Cognitive approach
D. Social learning

Question 21: (1 mark)

Skylar works as a project manager in a software development company. Her team is tasked with
completing a complex project within a tight deadline. Skylar understands the importance of
setting specific goals to motivate her team and enhance their performance. She decides to
involve her team in the goal-setting process to ensure their commitment and buy-in.

According to goal-setting theory:

A. Depending on the level of commitment, the easier the goal, the higher the level of
performance.
B. Specific goals lead to higher levels of performance than no goals or abstract “do your best”
goals.
C. Issues such as monetary incentives, management decision-making, feedback and
knowledge of results affect performance only when employees are committed to goals.
D. Abstract goals lead to higher levels of performance than specific goals.

Question 22: (1 mark)

Identify the scenario that best illustrates the Cannon-Bard theory of emotion?

A. Feeling angry, Tom's body tenses up as he prepares to confront a challenging situation.

B. Feeling fearful, Emily picks up her phone and makes a call to her doctor.
C. Upon seeing a loved one after a long absence, James feels a surge of happiness and
embraces them.
D. Feeling anxious about an upcoming presentation, Rachel notices her sweaty palms and
rapid heartbeat.

134 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

Question 23: (1 mark)
Which aspect of training needs analysis involves creating a map of the processes followed to
deliver products or services in an organisation?

A. Developing a list of tasks performed in a job.

B. Verifying the validity of tasks as a representation of the job.
C. Analysing what a person needs to know and do to meet job performance standards.
D. Analysing work processes using flow charts.

Question 24: (1 mark)

Zwe recently started working at a marketing firm. During her first few weeks, she received
extensive support and guidance from her manager, who regularly praises her for her efforts.
Although Zwe's salary is not exceptionally high, she feels motivated to work hard because she
values the recognition and support she receives from her manager.

Identify which type of motivation Zwe is most likely experiencing in her new job:

A. Tangential motivation
B. Extrinsic motivation
C. Situational motivation
D. Intrinsic motivation

Question 25: (1 mark)

An organisation wants to develop a training programme for its customer service representatives
to improve their problem-solving skills. The first step in designing this training programme
involves specifying the desired outcomes of the intervention.

What is the purpose of specifying objectives in the design of a learning intervention?

A. To determine the length of the training programme.

B. To specify the resources required for the training programme.
C. To outline the expected results learners should achieve.
D. To assess the effectiveness of the training programme.

135 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

SECTION B: Essay-type Questions (45 Marks)

Question 1: (21 Marks)

Read the case study below and answer the questions that follow:

Global Tech Solutions (GTS) is a multinational technology firm based in the United States of
America, they’ve recently established a South African branch in Cape Town. The executive
team, based in the U.S., are enthusiastic about the expansion, but are struggling to harmonise
the organisational culture between the two locations.

Local employees, in South Africa, report feeling uneasy with the company's focus on individual
performance evaluations, they are more accustomed to a work environment that prioritizes
team accomplishments and community relationships. Moreover, the American leadership
style, characterised by high-power distance, doesn't sit well with some of the South African
employees.

GTS also has a very assertive approach to resolving conflict, something that has led to
heightened tensions between team members at the South African branch. Nthabiseng, the
Cape Town managing director, has been tasked with finding ways to improve organisational
harmony and performance amongst the South African employees.

1.1 With reference to the case study:

1.1.1 Differentiate between organisations that value individualism versus those that
value collectivism. (4 marks)

1.1.2 Identify the researcher to whom the value system of individualism vs. collectivism
can be attributed to. (1 mark)

1.2 Differentiate between high- and low-power distance and suggest a way in which
Nthabiseng could reduce the power distance being experienced by the South African
employees. (7 marks)

1.3 GTS is said to have an “assertive approach to resolving conflict”. Explain what is meant
by assertive, and discuss how Nthabiseng may adapt GTS’s conflict resolution strategies
to better align with local cultural levels of assertiveness. (5 marks)

136 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

1.4 Assuming that the South African employees have a high level of uncertainty avoidance,
how can an understanding of future orientation and uncertainty avoidance guide
Nthabiseng in implementing changes in the Cape Town branch? (4 marks)

Question 2: (16 Marks)

Outline the roles and responsibilities of workplace counsellors and industrial psychological
health services, and provide examples to support your answer. (16 marks)

Question 3: (8 Marks)
Health-promotion programmes and activities should be designed to meet the specific needs, or
have specific aims and outcomes, which determine the level / type of intervention required.

Identify and discuss the three need levels in psychological health promotion, and provide an
example for any two (2) of the levels. (8 marks)

TOTAL: 70 MARKS

137 HPSW230-1-Jan-Jun2025-Sample SA1-CB-V.3-16082024

ANNEXURE L: SAMPLE SUMMATIVE ASSESSMENT 1 - MEMORANDUM

HIGHER EDUCATION PROGRAMMES

MEMORANDUM

Academic Year 2025: January - June

Sample Summative Assessment 1: Workplace Psychology (HPSW230-1)
NQF Level, Credits: 6, 12
Weighting: 50%
Assessment Type: Examination
Stationery: Black / Blue Pen
Pass Requirement: 50%
Educator: Logan Carolus
Examiner: Candice Briesies
Total: 70 Marks
Time: 2 Hours

Instructions:
1. This examination memo consists of twenty-three (23) pages including the cover sheet.
Ensure that you have all the pages.

2. This examination memo is for revision purposes only.

3. This examination consists of two sections only: Section A (Multiple-choice Questions) and
Section B (Essay-type Questions).

4. Answers must be handwritten. Typed answers will not be accepted.

5. All questions are compulsory.

6. No answers in pencil will be marked.

7. Good Luck!

138 HPSW230-1-Jan-Jun2025-Sample SA1-Memo-CB-V.3-16082024

The following Learning Outcomes (LO’s) are assessed in this paper:

• Unit 5 – Chapter 6:
o Explain productive thinking and concept formation.
o Outline strategies for effective problem solving and decision-making with due attention
to ethical decision-making.
o Explain creativity and how to develop it.
o Provide an overview of different approaches to understanding and measuring
intelligence.

• Unit 6 – Chapter 7:
o Identify and distinguish the differences between key concepts associated with
learning and development.
o Describe the impact of training, learning and development on the performance of
organisations.
o Explain the role of analysis in determining training and development needs.
o Explain the impact of key legislation on workplace learning in the South African
context.

• Unit 7 – Chapter 8:
o Define motivation and emotion and the critical concepts related to these.
o Distinguish between the different theories of motivation and their relative purposes.
o Discuss the practical application of various motivational strategies in the workplace.
o Discuss how employees are motivated in the workplace using multiple theories of
motivation.
o Explain the impact of emotion on motivation using different theories of emotion.
o Discuss the impact of culture on emotion.

• Unit 8 – Chapter 9:
o Explain the importance of viewing the organisation as an open system.
o Suggest ways in which group development can influence and enhance group
efficiency.
o Explain how group processes can either hinder or enhance group behaviour and
effectiveness.
o Discuss social change in organisations.

• Unit 9 – Chapter 10:

o Discuss how cultural value systems, as presented by Hofstede and the Globe project,
manifest themselves, especially in sub-Saharan organisations

• Unit 10 – Chapter 11:

o Suggest ways in which group development can influence and enhance group
efficiency. Discuss how cultural value systems, as presented by Hofstede and the
Globe project, manifest themselves, especially in sub-Saharan organisations.
o Explain some of the well-being concepts used to enhance optimal functioning

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Workplace Psychology HPSW230-1

Sample Summative Assessment 1 (Sample SA1)

Total Marks: 70 Duration: 2 Hours

Answer both Section A and Section B.

SECTION A: Multiple-Choice Questions (25 marks)

Question 1: (1 mark)
According to Raymond Cattell's model of intelligence, the difference between fluid intelligence
and crystallised intelligence is:

A. Fluid intelligence involves memory and evaluation, while crystallised intelligence involves
abstract thinking.
B. Fluid intelligence refers to accumulated knowledge, while crystallised intelligence involves
flexible thinking.
C. Fluid intelligence is the ability to solve problems using prior knowledge, while crystallised
intelligence involves abstract reasoning.
D. Fluid intelligence is the ability to think flexibly, while crystallised intelligence encompasses
accumulated knowledge.

Correct Answer:
D. Fluid intelligence is the ability to think flexibly, while crystallised intelligence encompasses
accumulated knowledge (Unit 5 - Chapter 6: p. 210, Section 6.5.2.1)

The following Learning Outcome is assessed in this question:

Unit 5 – Chapter 6:
• Provide an overview of different approaches to understanding and measuring intelligence.

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Question 2: (1 mark)
Alice, a manager at a technology company, notices that her department lacks motivation and
creativity. She decides to implement training sessions focused on empowering individuals,
enhancing interpersonal skills, and promoting career-life planning.

Which type of social development is Alice targeting with these interventions?

A. Development of the individual

B. Development of the organisation as a whole
C. Development of leadership approach
D. Development of teams

Correct Answer:
D. Development of teams (Unit 8 - Chapter 9: p. 336, Section 9.9.2)

The following Learning Outcome is assessed in this question:

Unit 6 – Chapter 7:
• Discuss social change in organisations.

Question 3: (1 mark)
The role of I-O psychologists and HR practitioners according to the systems view of the
organisation is to:

A. Enforce rigid structures and hierarchies.

B. Minimize interaction between different parts of the organisation.
C. Resist change and maintain the status quo.
D. Understand how behaviours in one part of the system affect others.

Correct Answer:
D. Understand how behaviours in one part of the system affect others (Unit 8 - Chapter 9:
p. 303, Section 9.2)

The following Learning Outcome is assessed in this question:

Unit 8 – Chapter 9:
• Explain the importance of viewing the organisation as an open system.

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Question 4: (1 mark)
Sarah is a cultural anthropologist studying how different cultures perceive and interpret social
behaviours. She is currently conducting a cross-cultural study where participants from different
cultural backgrounds are asked to categorise who makes up their extended family.

Identify the mental structure that is primarily involved in guiding their interpretations:

A. Prototype
B. Encoding
C. Schema
D. Blueprint

Correct Answer:
C. Schema(Unit 5 - Chapter 6: p. 197, Section 6.2.1)

The following Learning Outcome is assessed in this question:

Unit 5 – Chapter 6:
• Explain productive thinking and concept formation.

Question 5: (1 mark)
The principle of __________, within the National Qualifications Framework (NQF) allows for
individuals to move through different levels of qualifications via various combinations of learning
programmes.

A. Integration
B. Relevance
C. Standards
D. Progression

Correct Answer:
D. Progression (Unit 6 - Chapter 7: p. 259, Section 7.6.1.1)

The following Learning Outcome is assessed in this question:

Unit 6 – Chapter 7:
• Explain the impact of key legislation on workplace learning in the South African context.

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Question 6: (1 mark)
What distinguishes training from education in the context of workplace learning?

A. Training aims to develop individuals' knowledge, social understanding, and intellectual

capacity.
B. Education involves planned short-term change efforts to modify competencies, attitudes,
and beliefs.
C. Training involves instances when the end product of learning can be specified in terms of
specific outcomes or results.
D. Education focuses on equipping people with specific skills needed to perform a new job-
performance standard.

Correct Answer:
C. Training involves instances when the end product of learning can be specified in terms of
specific outcomes or results(Unit 6 - Chapter 7: p. 228, Section 7.2)

The following Learning Outcome is assessed in this question:

Unit 6 – Chapter 7:
• Identify and distinguish the differences between key concepts associated with learning and
development.

Question 7: (1 mark)
Which of the following scenarios best illustrates the application of Theory Y and the self-fulfilling
prophecy?

A. Michael, a manager, views his employees as lazy and uninterested in their work. He closely
monitors their every move and frequently intervenes, resulting in resentment and
decreased performance.
B. Sarah, a manager, believes that her team members are capable and self-motivated.
Consequently, she delegates tasks and provides them with autonomy, leading to increased
productivity and job satisfaction.
C. Alex, a supervisor, assigns overly challenging projects to his team members, providing
them with most of the resources they need. As a result, the team feel challenged and
motivated to try to succeed.

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D. Emma, a team leader, expects her team members to underperform due to their lack of
experience. She offers minimal guidance and support, leading to a self-fulfilling prophecy
where they fulfil her low expectations.

Correct Answer:
B. Sarah, a manager, believes that her team members are capable and self-motivated.
Consequently, she delegates tasks and provides them with autonomy, leading to increased
productivity and job satisfaction (Unit 7 - Chapter 8: pp. 283-284, Section 8.3.6.1)

The following Learning Outcome is assessed in this question:

Unit 7 – Chapter 8:
• Discuss how employees are motivated in the workplace using multiple theories of motivation.

Question 8: (1 mark)
Which of the following terms represents a positive feeling related to accomplishment?

A. Natsukashii (Japanese).
B. Wabi-sabi (Japanese)
C. Saudade (Portuguese).
D. Yuan bei (Chinese).

Correct Answer:
D. Yuan bei (Chinese) (Unit 7 - Chapter 8: p. 296, Section 8.6)

The following Learning Outcome is assessed in this question:

Unit 7 – Chapter 8:
• Discuss the impact of culture on emotion.

Question 9: (1 mark)
Karabo is a university professor who specialises in theoretical physics. She is highly regarded
in her field and has published numerous research papers in prestigious scientific journals.
However, despite her academic success, Karabo often struggles with practical tasks in her daily
life. For example, she frequently forgets to pay her bills on time and has difficulty assembling
furniture.

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The type of intelligence Karabo is likely to excel in based on Sternberg's theory of successful
intelligence is:
A. Analytical intelligence
B. Creative intelligence
C. Practical intelligence
D. Linguistic intelligence

Correct Answer:
A. Analytical intelligence (Unit 5 - Chapter 6: p. 213, Section 6.5.2.2)

The following Learning Outcome is assessed in this question:

Unit 5 – Chapter 6:
• Provide an overview of different approaches to understanding and measuring intelligence.

Question 10: (1 mark)

Emily works as a customer service representative for an e-commerce company. She has all the
necessary equipment and tools to perform her job effectively, including a computer, high-speed
internet, and access to customer databases. However, Emily feels frustrated with her job
because she receives little recognition for her hard work and dedication.

With reference to Herzberg’s theory, which factors are lacking for Emily?

A. Hygiene factors
B. External factors
C. Motivational factors
D. Intrinsic factors

Correct Answer:
C. Motivational factors (Unit 7 - Chapter 8: p. 274, Section 8.3.2.2)

The following Learning Outcome is assessed in this question:

Unit 7 – Chapter 8:
• Distinguish between the different theories of motivation and their relative purposes.

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Question 11: (1 mark)
Communication breakdowns can occur due to various factors, such as filtering and distortion.
Filtering happens when certain parts of the message are omitted during transmission, while
distortion involves altering the message's meaning. Understanding these phenomena is crucial
in maintaining effective communication within groups.

The primary cause of filtering in communication breakdowns within groups is:

A. Misinterpretation of non-verbal cues

B. Selective transmission of information
C. Lack of language proficiency
D. Inadequate communication channels

Correct Answer:
B. Selective transmission of information (Unit 8 - Chapter 9: p. 324, Section 9.6.3)

The following Learning Outcome is assessed in this question:

Unit 8 – Chapter 9:
• Explain how group processes can either hinder or enhance group behaviour and
effectiveness.

Question 12: (1 mark)

Tracy is a project manager working on a tight deadline to deliver a new software application.
She encounters a bug in the code that is causing errors, but she is unsure of how to fix it.
Considering different problem-solving strategies, she decides to systematically analyse the code
and test various solutions until she finds one that works.

Identify which problem-solving strategy Tracy has used to fix the problem:

A. Trial-and-error
B. Heuristics
C. Analogies
D. Algorithms

Correct Answer:
D. Algorithms (Unit 5 - Chapter 6: p. 217, Section 6.6.1)

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The following Learning Outcome is assessed in this question:
Unit 5 – Chapter 6:
• Outline strategies for effective problem solving and decision-making with due attention to
ethical decision-making.

Question 13: (1 mark)

Raj, a musician, is composing a new piece of music. He spends several hours every day
meditating and reflecting on different musical themes. During one of his meditation sessions, he
experiences a surge of creative energy and imagines the entire composition in his mind.

Which aspect of Eastern creative models is Raj's experience most similar to?

A. The preparatory stage

B. The second stage involving inner connection
C. The third stage focusing on personal fulfilment
D. The last stage involving social communication

Correct Answer:
B. The second stage involving inner connection (Unit 5 - Chapter 6: p. 220, Section 6.7.1)

The following Learning Outcome is assessed in this question:

Unit 5 – Chapter 6:
• Explain creativity and how to develop it.

Question 14: (1 mark)

Identify the scenario that best illustrates the James-Lange theory of emotion?

A. Upon receiving an unexpected gift, Sarah’s heart starts racing.

B. Upon hearing a scary noise outside his bedroom window, John immediately feels afraid
and starts trembling.
C. After watching a sad scene in a movie, Emma experiences tears and feels sadness.
D. Feeling happy, Mark notices his increased heart rate and attributes it to his joyful mood.

Correct Answer:
B. Upon hearing a scary noise outside his bedroom window, John immediately feels afraid and
starts trembling (Unit 7 - Chapter 8: p. 290, Section 8.5.1.1)

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The following Learning Outcome is assessed in this question:
Unit 7 – Chapter 8:
• Explain the impact of emotion on motivation using different theories of emotion.

Question 15: (1 mark)

Which of the following is NOT a characteristic of group-think?

A. Rationalisation of resistance to group assumptions

B. Direct pressure on members expressing doubts
C. Encouragement of diverse opinions
D. Illusion of unanimity within the group.

Correct Answer:
C. Encouragement of diverse opinions (Unit 8 - Chapter 9: p. 328, Section 9.6.8.1)

The following Learning Outcome is assessed in this question:

Unit 8 – Chapter 9:
• Explain how group processes can either hinder or enhance group behaviour and
effectiveness.

Question 16: (1 mark)

In the context of group development _________ is characterised by the establishment of rules,
the development of a common set of expectations, and close relationships among group
members.

A. norming
B. performing
C. adjourning
D. storming

Correct Answer:
A. norming (Unit 8 - Chapter 9: p. 311, Section 9.4.1.1)

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The following Learning Outcome is assessed in this question:
Unit 8 – Chapter 9:
• Suggest ways in which group development can influence and enhance group efficiency.

Question 17: (1 mark)

In expectancy theory the element of _________ focuses on the degree the person values the
outcome.

A. Valence
B. Instrumentality
C. Expectancy
D. Effort

Correct Answer:
A. Valence (Unit 7 - Chapter 8: p. 280, Section 8.3.5.1)

The following Learning Outcome is assessed in this question:

Unit 7 – Chapter 8:
• Discuss how employees are motivated in the workplace using multiple theories of motivation.

Question 18: (1 mark)

Emma, a marketing professional in her mid-30s, has been working in the marketing industry for
several years. Recently, she attended a seminar on digital marketing trends and was introduced
to a new type of marketing strategy she’d never heard of before. The new strategy really
intrigued her and she spent the next few weeks researching it, until she fully understood it and
was ready to try it out.

Identify the attribute of lifelong learning that is demonstrated by Emma's enthusiasm and
dedication to mastering the new marketing strategy:

A. Vulnerability
B. Aspiration
C. Curiosity
D. Self-awareness

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Correct Answer:
C. Curiosity.( Unit 6 - Chapter 7: p. 229, Section 7.2)

The following Learning Outcome is assessed in this question:

Unit 6 – Chapter 7:
• Identify and distinguish the differences between key concepts associated with learning and
development.

Question 19: (1 mark)

John is the owner of a small restaurant in a bustling neighbourhood. Concerned about staying
competitive in the ever-changing restaurant industry, he decides to conduct a SWOT analysis
to assess his business's current position and formulate strategies for growth.

Identify which aspect of the SWOT analysis John should focus on to identify factors that are
external to his restaurant?

A. Strengths
B. Weakness
C. Opportunities
D. Threats

Correct Answer:
D. Threats (Unit 8 - Chapter 9: p. 329, Section 9.7.4)

The following Learning Outcome is assessed in this question:

Unit 8 – Chapter 9:
• Explain how group processes can either hinder or enhance group behaviour and
effectiveness.

Question 20: (1 mark)

Carl is a manager at a software development company. He notices that some team members
are struggling to collaborate effectively and share knowledge. To address this issue, Carl
implements a mentoring programme where experienced team members provide guidance and
support to newer employees.

Which learning theory is Carl likely implementing through his mentoring programme?

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A. Humanist approach
B. Behaviourist approach
C. Cognitive approach
D. Social learning

Correct Answer:
D. Social learning (Unit 6 - Chapter 7: p. 232, Section 7.3.1)

The following Learning Outcome is assessed in this question:

Unit 6 – Chapter 7:
• Describe the impact of training, learning and development on the performance of
organisations.

Question 21: (1 mark)

Skylar works as a project manager in a software development company. Her team is tasked with
completing a complex project within a tight deadline. Skylar understands the importance of
setting specific goals to motivate her team and enhance their performance. She decides to
involve her team in the goal-setting process to ensure their commitment and buy-in.

According to goal-setting theory:

A. Depending on the level of commitment, the easier the goal, the higher the level of
performance.
B. Specific goals lead to higher levels of performance than no goals or abstract “do your best”
goals.
C. Issues such as monetary incentives, management decision-making, feedback and
knowledge of results affect performance only when employees are committed to goals.
D. Abstract goals lead to higher levels of performance than specific goals.

Correct Answer:
B. Specific goals lead to higher levels of performance than no goals or abstract “do your best”
goals(Unit 7 - Chapter 8: p. 278, Section 8.3.4.1)

The following Learning Outcome is assessed in this question:

Unit 7 – Chapter 8:
• Discuss the practical application of various motivational strategies in the workplace.

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Question 22: (1 mark)
Identify the scenario that best illustrates the Cannon-Bard theory of emotion?

A. Feeling angry, Tom's body tenses up as he prepares to confront a challenging situation.

B. Feeling fearful, Emily picks up her phone and makes a call to her doctor.
C. Upon seeing a loved one after a long absence, James feels a surge of happiness and
embraces them.
D. Feeling anxious about an upcoming presentation, Rachel notices her sweaty palms and
rapid heartbeat.

Correct Answer:
C. Upon seeing a loved one after a long absence, James feels a surge of happiness and
embraces them ( Unit 7 - Chapter 8: p. 291, Section 8.5.1.1)

The following Learning Outcome is assessed in this question:

Unit 7 – Chapter 8:
• Explain the impact of emotion on motivation using different theories of emotion.

Question 23: (1 mark)

Which aspect of training needs analysis involves creating a map of the processes followed to
deliver products or services in an organisation?

A. Developing a list of tasks performed in a job.

B. Verifying the validity of tasks as a representation of the job.
C. Analysing what a person needs to know and do to meet job performance standards.
D. Analysing work processes using flow charts.

Correct Answer:
D. Analysing work processes using flow charts.(Unit 6 - Chapter 7: p. 242, Section 6.7.3)

The following Learning Outcome is assessed in this question:

Unit 6 – Chapter 7:
- Explain the role of analysis in determining training and development needs

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Question 24: (1 mark)
Zwe recently started working at a marketing firm. During her first few weeks, she received
extensive support and guidance from her manager, who regularly praises her for her efforts.
Although Zwe's salary is not exceptionally high, she feels motivated to work hard because she
values the recognition and support she receives from her manager.

Identify which type of motivation Zwe is most likely experiencing in her new job:

A. Tangential motivation
B. Extrinsic motivation
C. Situational motivation
D. Intrinsic motivation

Correct Answer:
B. Extrinsic motivation (Unit 7 - Chapter 8: p. 269, Section 8.2.1)

The following Learning Outcome is assessed in this question:

Unit 7 – Chapter 8:
• Define motivation and emotion and the critical concepts related to these.

Question 25: (1 mark)

An organisation wants to develop a training programme for its customer service representatives
to improve their problem-solving skills. The first step in designing this training programme
involves specifying the desired outcomes of the intervention.

What is the purpose of specifying objectives in the design of a learning intervention?

A. To determine the length of the training programme.

B. To specify the resources required for the training programme.
C. To outline the expected results learners should achieve.
D. To assess the effectiveness of the training programme.

Correct Answer:
C. To outline the expected results learners should achieve (Unit 6 - Chapter 7: p. 245,
Section 7.5.2.1)

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The following Learning Outcome is assessed in this question:
Unit 6 – Chapter 7:
• Explain the role of analysis in determining training and development needs.

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SECTION B: Essay-type Questions (45 Marks)

Question 1: (21 Marks)

Read the case study below and answer the questions that follow:

Global Tech Solutions (GTS) is a multinational technology firm based in the United States of
America, they’ve recently established a South African branch in Cape Town. The executive
team, based in the U.S., are enthusiastic about the expansion, but are struggling to harmonise
the organisational culture between the two locations.

Local employees, in South Africa, report feeling uneasy with the company's focus on individual
performance evaluations, they are more accustomed to a work environment that prioritizes
team accomplishments and community relationships. Moreover, the American leadership
style, characterised by high-power distance, doesn't sit well with some of the South African
employees.

GTS also has a very assertive approach to resolving conflict, something that has led to
heightened tensions between team members at the South African branch. Nthabiseng, the
Cape Town managing director, has been tasked with finding ways to improve organisational
harmony and performance amongst the South African employees.

1.1 With reference to the case study:

1.1.1 Differentiate between organisations that value individualism versus those that
value collectivism. (4 marks)

Unit 9 – Chapter 10: Section 10.7.1.2 – p. 358

Organisations with individualism as a dominant value focus more on individual
performance defined by an individual performance agreement, allowing the
individual freedom to pursue work challenges that provide self-actualisation and
growth. Whereas, those with collectivism as a dominant value focus more on
team accomplishments, loyalty, interdependence and group relationships.

1.1.2 Identify the researcher to whom the value system of individualism vs. collectivism
can be attributed to. (1 mark)

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 Unit 9 – Chapter 10: Section 10.7.1 – p. 357
Hofstede

1.2 Differentiate between high- and low-power distance, and suggest a way in which
Nthabiseng could reduce the power distance being experienced by the South African
employees. (7 marks)

Unit 9 – Chapter 10: Section 10.7.1.1 - pp. 357 – 358

- Suggestions will vary, but must align to easing the experience of high-power distance.
- A sample answer is provided.

A high-power distance is characterised by many inequalities, reflected in autocratic

management, privileges and large remuneration differences. In such a system, status,
rank and centralised power are evident. In a low power distance organisation,
employees are treated as equals and positions of authority merely serve a functional
purpose.

Nthabiseng could implement an "open-door policy" and actively involve employees in
decision-making processes to give them a sense of inclusion and reduce the perceived
power distance. 

1.3 GTS is said to have an “assertive approach to resolving conflict”. Explain what is meant
by assertive, and discuss how Nthabiseng may adapt GTS’s conflict resolution strategies
to better align with local cultural levels of assertiveness. (5 marks)

Unit 9 – Chapter 10: Section 10.7.1.5 - p.358

- Adaptations will vary but must align to easing assertiveness in line with SA culture.
- A sample answer is provided.

Assertiveness is defined as the extent to which organisations or societies are assertive,

confrontational and aggressive in social relationships. In assertive societies, members
confront issues or people upfront and push for agreement.

Taking into consideration the less assertive nature of the local culture, Nthabiseng could
introduce mediated conflict resolution meetings where issues can be diplomatically
discussed, and everyone has a chance to express their views.

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1.4 Assuming that the South African employees have a high level of uncertainty avoidance,
how can an understanding of future orientation and uncertainty avoidance guide
Nthabiseng in implementing changes in the Cape Town branch? (4 marks)

Unit 9 – Chapter 10: Sections 10.7.1.4 & 10.7.1.6 - p.358

- Applications will vary but must align with the understanding of uncertainty avoidance
and future orientation.
- A sample answer is provided.

Knowing that some local employees have high levels of uncertainty avoidance,
Nthabiseng can make sure to communicate any organisational changes well in
advance and in a clear, structured manner. For future orientation, she could
introduce long-term development programmes that help employees see the long-range
benefits of current projects.

The following Learning Outcome is assessed in this question:
Unit 9 - Chapter 10:
• Discuss how cultural value systems, as presented by Hofstede and the Globe project,
manifest themselves, especially in sub-Saharan organisations

Question 2: (16 Marks)

Outline the roles and responsibilities of workplace counsellors and industrial psychological
health services, and provide examples to support your answer. (16 marks)

Unit 10 – Chapter 11: Example box - p. 406

- Examples will vary but must align with the role / responsibility.
- Sample examples are provided.

• Diagnose and treat the symptoms of workers with emotional conflicts in all cases. For
example, a member of a team might only talk about themselves and their problems, rarely
checking in on other members.

• Research the factors that cause or support emotional maladjustment and monitor the
effectiveness of interventions. For example, prescribing counselling sessions for

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 employees who are experiencing emotional maladjustment at work, and monitoring their
progress.

• Train medical and human resource workers to manage workers with emotional problems, as
well as problem and rehabilitated workers.For example, assign a member of the HR
department to manage and monitor problem and rehabilitated employees.

• Conduct or train and facilitate others to conduct general health programmes for workers and
to consult with medical and other services on problem workers. For example, conducting
self-care workshops, to help build employee resilience and prevent future emotional
issues.

• Advise departments on the selection, placement and rehabilitation of workers with emotional
problems or workers who have received treatment. For example, if an employee returns
from medical leave related to psychological or emotional issues, advising on a smooth
transition back into the workplace.

• Consult with management and advise / mentor on matters such as policy on occupational
health and ways to manage individuals or groups with emotional or behavioural problems.
For example, the workplace counsellor / I-O psychologist should be consulted when
drafting company policy on occupational health and ways of managing employees with
emotional or behavioural issues.

• Facilitate organisational change regarding culture and attitudes towards health promotion.
For example, running mental health workshops or discussions in an attempt to destigmatise
mental health problems in the work place.

• Mediate between employees, employers, unions and external sources on health matters.
For example, being included on disciplinary or review panels that deal with employees who
are experiencing mental health issues and who have defaulted at work. 

The following Learning Outcome is assessed in this question:

Unit 10 - Chapter 11:
• Explain some of the well-being concepts used to enhance optimal functioning.

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Question 3: (8 Marks)
Health-promotion programmes and activities should be designed to meet the specific needs, or
have specific aims and outcomes, which determine the level / type of intervention required.

Identify and discuss the three need levels in psychological health promotion, and provide an
example for any two (2) of the levels. (8 marks)

Unit 10 – Chapter 11: Section 11.10.3 – p. 408

- Award:
o 1 mark for identifying the level of intervention, i.e. primary, secondary or tertiary
(1 mark x 3 = 3 marks)
o 1 mark for discussing the level of intervention (1 mark x 3 = 3 marks)
o 1 mark for an example provided for any two (2) of the levels of intervention (1 mark x
2 = 2 marks)
- Examples may vary, but must align to the intervention level
- Sample examples are provided.

• Primary Interventions: involve managing manifesting sources of stress or stressors.

For example, correcting safety hazards or reducing noise at workstations.

• Secondary Interventions: Comprise activities for individuals and groups to improve their
coping and self-management of stressors and stress levels. For example, meditation
or journaling exercises or mindfulness exercises

• Tertiary Interventions: Encompass healing interventions to treat psychological disorders

and work dysfunctions.For example, therapy or counselling or stress management
workshops

The following Learning Outcome is assessed in this question:

Unit 10 - Chapter 11:
• Identify different types of stressors that impact on personal and work adjustment.

TOTAL: 70 MARKS

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