James Cook University: Curriculum Analysis of People in Organisations

This report offers a detailed analysis of the intended and enacted curriculum concerning the subject of 'People in Organisations'. It begins by defining curriculum and its various forms within educational settings. The report then delves into the intended curriculum, outlining learning outcomes, teaching strategies, and assessment tasks. Subsequently, it examines the enacted curriculum, evaluating the instructor's approaches, student engagement, and the effectiveness of assessment strategies. The analysis highlights the alignment between the intended and enacted curriculum, discussing the strengths and weaknesses of the teaching methods, the level of student participation, and the effectiveness of the assessment techniques employed. The report also incorporates Eisner’s Orientations for Intended and Implemented Curriculum to gain a deeper understanding of the chosen subject and concludes by reflecting on the developmental impacts on curriculum and the professional/personal tensions encountered throughout the learning process.

Intended Curriculum and Enacted Curriculum

Contents
Introduction...........................................................................................................................................3
The Intended Curriculum of People in Organisations............................................................................4
Enacted Curriculum of People in organisations.....................................................................................6
Eisner’s Orientations for Intended and Enacted Curriculum.................................................................9
Developmental impacts on Curriculum...............................................................................................10
Professional/Personal Tensions...........................................................................................................10
Conclusion...........................................................................................................................................11
References:..........................................................................................................................................12

Introduction
To start with, the term curriculum basically implies towards the lessons as well as academic
material taught in a school or during some particular course or program (Kim and Dopico,
2014). Moreover, curriculum is frequently described as the courses made available through a
school, nevertheless it is infrequently employed in such a general sense within schools
(Adams and Adams, 2003). Based upon how widely the educators employ or define the
concept of curriculum normally implies towards the skills and knowledge that students are
projected to learn that involves the learning objectives or learning standards they are
anticipated to encounter; the lessons and units, which instructors teach; the projects and
assignments provided to the students; materials, the books, videos, presentations as well as
readings utilized during a course and lastly, the tests, assignments along with other
techniques used for evaluating students’ learning (Dewey, 2012). Additionally, an individual
instructor’s curriculum, for instance, will involve the particular lessons, learning standards,
assignments and lastly, materials utilized for organizing and teaching a specific course
(Braslavsky, 2003). At the time when the concept curriculum or curricula is adopted in
educational settings in the absence of qualification, particular instances, or extra elucidation,
it might be hard to decide exactly what exactly terms imply towards—chiefly for the reason
that they can be used for either all or just few of the constituent fractions of academic
program or courses of any school (Kim and Dopico, 2014).
Moving ahead, in a number of situations, instructors create their own curricula, every so often
filtering and enhancing it with passing years, even though it’s also usual for instructors to
become accustomed to syllabi and lessons developed through other instructors, make use of
curriculum templates as well as guides for structuring their courses and lessons, or buy pre-
packaged core curriculum from people and corporations (Dewey, 2012). During few
situations, schools but all-inclusive, multi-grade curriculum packages—frequently within a
specific subject area, like mathematics, which instructors must utilize or follow (Kim and
Dopico, 2014). Moreover, curriculum might also include a school’s academic needs for
graduation, like the programs the students must undertake and pass, overall credits students
need to achieve and other needs, like finishing any capstone project or a specific number of
society-service hours. Normally, curriculum involves several diverse forms within schools
(Kelly, 2009). Additionally, it is highly essential to consider that although curriculum
includes various prospective educational and instructional procedures, instructors frequently
hold a quite specific, technical connotation in mind at the time when they utilize the concept
(Reys et. al., 2003).

The majority of teachers put in a good amount of time thinking regarding, studying,
deliberating as well as examining curriculum and several instructors have gained an expert’s
proficiency in curriculum development—i.e., they very well understand ways of structuring,
organizing and delivering lessons in manners, which enable or quicken students learning
(Kim and Dopico, 2014). For non-educators, few curriculum materials might appear as being
straightforward or simple, nevertheless they might mirror a sophisticated and high knowledge
related to any academic discipline and regarding the highly resourceful approaches of
learning acquisition as well as classroom management (Dewey, 2012). Further, taking the
above discussion into consideration the continuing sections intend to provide reflection of my
intended curriculum and enacted curriculum of people in organization. The paper also
employs Eisner’s Orientations for Intended and Implemented Curriculum in order to gain
better understanding of the chosen subject.
The Intended Curriculum of People in Organisations
This subject intended to offer great overview of the important areas of the relation amid the
people as well as the workplace. Concepts of individual and team individuality are examined
with respect with the altering work nature and employment relations. It undertakes an all-
inclusive approach towards human relationships, examining several facets of managers'
conduct i.e. both privately as well as at work and recognizing their interdependence.
Additionally. the foremost fraction of the subject provides a chance for exploring few among
the psychological aspects of human conduct and leadership like identity, motivation, personal
values, self-esteem, management of interpersonal, intrapersonal and team efficiency and
lastly, emotional intelligence. Moving ahead, the second section of the subject employs this
information to the investigation of few among the present issues faced by the managers like
altering organisational patterns, diversity of the worldwide workplace, personal career
development and work-life balance.
The Intended Course and Subject learning outcomes
Being a student it is highly significant for one to comprehend the way how the outcomes of
course learning are being taken into consideration by the subject although particular subject
learning, which one requires achieving. The students that effectively finish this subject would

be capable of accomplishing both subject learning outcomes as well as course learning
outcomes.
Subject learning outcomes
 Building approaches for analysing and reflecting on the human relations concerns
within present-day work surroundings.
 Integrating interpersonal skills to develop a clearer understanding of relevant issues.
 Employing critical examination of important ‘work’ concerns within the new
economy like worldwide incorporation, workplace diversity and lastly the effect of
technology.
 Enabling applicants to examine and appreciate the effect of such concerns upon their
career management approaches.
Course learning outcomes
 Demonstrating important knowledge essential for any career in business associated
professions.
 Applying critical thinking for dealing with business issues.
 Conveying information fluently and clearly, in high quality transcribed form suitable
for the audiences.
 Employing technical abilities, taking in numeracy, essential for professional practice
within business
Learning and teaching in this subject
This subject makes use of several strategies for the purpose of learning and teaching, taking
in both students centred as well as teacher directed strategies. The subject content is spread
taking into account various teaching approaches taking in workshops, case studies, team
work, discussions, simulations and lastly, readings. Moreover, in the start of every workshop,
one would be made conscious about the projected learning outputs, the way how these results
are suitable for the sphere of business along with the resources, which assist the subject
learning results. One must be an active member within the learning procedure and are
motivated for participating within workshops and undertaking weekly readings. Learners are
estimated for pre-preparing for every class. This calls for pre-reading the related text
chapters, flicking through PowerPoint along with other lecture notes and finally, preparing

reactions to any needed practices. Further than the classroom, students learning experience
would be highly improved in case if they share and collaborate ideas with other learners. One
of the simple ways of achieving this is through forming a study group involving a minimum
of 3 to utmost 4 other learners having similar expectations and needs. Further, students are
projected of being active participants during the learning procedure and are motivated for
participating in the workshops/tutorials, lectures and carry out weekly case or chapter
readings.
Subject resources and special requirements
The recommended text (i.e. Reece, 2014; Reece, 2016) is unquestionably vital for this
subject. One would thought to finish weekly readings and whilst complete subjects might
not be included during the lecture, any information of the agreed reading is
understandable. In simple terms, what one reads is as significant as what one hears (and
does) during the subject tutorials.
Assessment Tasks
The students would be evaluated with respect to three distinct basis including reflective
journal, round table discussion as well as examination. Oorschot (2019) holds the view that
the learners would evaluate themselves with the help of these activities. They could mirror
upon their individual understandings and implement the concepts on them and also build
needed abilities for running any business effectively.
Enacted Curriculum of People in organisations
After throwing light upon the Intended Curriculum of People in Organisations, this particular
section intends to examine the level to which the intended curriculum has been actually
enacted the entire study curriculum based upon stated standards and Values.
The student-centred approaches of instructor
The instructor started the session with some of the best sayings of scholars about character
and its development. The instructor was thoroughly following the subject outline while
teaching character. The instructor then explained the five -part process to clarify and develop

values. The instructor interacted with the students throughout the session. The instructor used
student-centred teaching approaches while teaching especially the problem-solving and
question-answer method along with discussion and lecture method. The instructor then used
some personal experiences to explain how the values are formed and hoe to make the right
ethical choices. After that the teacher gradually changed the way of teaching and briefly
explained the ethical decision making and behaviour in organisations following the intended
curriculum. The teacher explained the topic very well however, the teacher lack strong
interaction with students. Not only the lecture slides, the teacher could have also used other
materials such as videos regarding the value and ethics in the workplace. The teacher was
enacting the intended curriculum throughout the session.
Active engagement of the learners
For reason that the subject of curriculum was highly related with the personal experiences
and understandings, the learners were vigorously engaged within the teaching- learning
procedure with the instructor. Nevertheless, as a result of high number of learners, the
question-answer approach did not prove as being highly resourceful since only few students
actually got the chance of answering the stated questions. As a result, just few students other
were capable of connecting themselves with teacher’s instructions and flow. Additionally, the
discussion approach adopted was also not actually suitable with respect to the wider group of
learners. Thus, this also proved as being ineffective on the same grounds i.e. large strength of
students. The questions involved during the curriculum were also arguable ones. The manner
in which one student provided answer to the stated question and put forward his./her
perceptions, was not accepted by some other student. Moreover, the curriculum involved few
resourceful discussions also but the educator did not involve himself deeply during the
discussions and this proved as being highly unsatisfactory, nonetheless he elucidated
everything quite effectively.
Priority in the learning
With respect to learning priority, the instructor held a rich overview with respect to what
actually he was focussing upon. The instructor did not completely follow the provided
curriculum. Moreover, this subject area required personal experience with the topic but the
instructor failed in encouraging the learners in this respect. The teacher did explain the
concept in an effective manner but he did not offer the students a chance of applying the
same in real life. Despite the fact that instructor laid emphasis upon student- directed

techniques of teaching he was not that successful in gaining students’ attention to the fullest,
eventually resulting in lack of understanding and knowledge gaining among the students.
Assessment strategies
The students were supposed to be evaluated with respect to three distinct basis including
reflective journal, round table discussion as well as examination. Firstly, in reflective journal
the learners got a chance for applying practically what all they have learnt related to the
chosen subject area. The students were given a chance for sharing their experiences by way
of the journal that help them in forming good link with the particular subject. Secondly, the
round table discussion greatly helped in evaluating the camaraderie amongst students i.e. how
well they understand and adjust themselves with each other. The students were divided in
groups for performing in the chosen subject. The learners required solving the group
conflicts, which occurred while developing and carrying out group activities. However,
through this approach the instructor laid high emphasis upon evaluating group success and
effectiveness and overlooked individual student’s performance. This motivated the students
for working collectively as a team and discouraged diverse beliefs regarding the chosen
subject. Finally, the teacher evaluated the students by taking into consideration their
performance during the examination. On the whole, it can be stated that the assessment
strategies were effective. Although, the curriculum offered students a chance to experience
team working and gain knowledge about new concepts, it still required activities focussing on
individuals and their perceptions individually. In such a situation, it is suggested to have in
place discussion forums and personal discussions with the instructor that can help students to
put forward their individual perceptions. Having the ability of working individually is as
important as working in groups.
Association between Enacted and Intended curriculum
Taking into consideration the above discussion it can be stated that there were few
differences amid intended and enacted curriculum. As stated in the above sections, the
intended curriculum was directed towards building strategies for the purpose of examining as
well as reflecting on human relationship concerns within contemporary work surroundings,
the instructor was ineffective at actually enacting it in vibrant manner. Although, the
instructor covered as well as elucidated several different approaches for the purpose of
evaluation but did not explain the exact way of doing it, this leaving students in great
perplexity. In addition, the instructor did explain the curriculum rubric to the students

nevertheless not the course of achieving that rubric requirements. As a result, the majority of
the learners were ineffective in linking their individual experiences and familiarity with the
actual work surroundings. The intended curriculum required students to examine as well as
appreciate the effect that the relationship issues, have upon own individual career
management approaches. For doing this, the instructor asked the learners to provide one
name with whom, they actually desired making strong relation and implement the theories
and concepts that have been studied. This practice was applicable to some level however it
was not long-lasting. As a result, the instructor could have elucidated few real-life examples
of how individuals and companies ensure sound relationships in the business environment.
By doing so the student could have gained a better understanding of the concept and
approaches for ensuring sound relations.
Null curriculum
The omitted material, content and values are part of the null curriculum, which are considered
as being less significant contents during the teaching procedure (Pinar et. al., 2005). In many
cases, the topics related to value and ethics that vary from individual to individual come
under null curriculum. When focussing upon chief disparities, which shape values and ethics
of the people the instructor didn’t explicate religious forces to great extent. This might have
been due to the varied family backgrounds and religion of the students. The instructor just
touched the subject area and moved on to other topic. This essentially has resulted in gap of
understanding among the students. Rather than avoiding such topics, the teacher should have
attempted to make student understand diverse cultural beliefs and perspectives. This could
help the students to interact and understand each other much better.
Eisner’s Orientations for Intended and Enacted Curriculum
According to Eisner (1985), there are basically five fundamental orientations with respect to
the curriculum. These include Development of Cognitive Processes, Academic Rationalism,
Personal Relevance, Social Adaptation and Social Reconstruction and lastly, Curriculum as
Technology. Taking into consideration that curriculum subject i.e. People in Organisations it
can be stated that Eisner’s forth orientation to the curriculum is most suitable as it is designed
for building the human relationships. As stated in above discussion, the schools are formed

for serving the society and offering best possible education to the students. Thus, curriculum
is basically set out considering the prevailing wants of the society and their expectations
(Pinar et. al., 2005). The intended curriculum chiefly lays emphasis upon the relation amid
the people within the workplace that is straightaway connected with the overall society.
Better understanding related to the nature, significance and purpose of people and
relationship within the companies could greatly assist people in building a sound connection
within the society (Wiles, 2008). Moreover, the curriculum also takes in topics such as
teamwork, communication, leadership, solving conflicts, organisational culture and work life
balance. Nevertheless, as stated above there is some difference in the intended and enacted
curriculum. It focuses more upon academic rationalism instead of social adoption as the
intended curriculum focuses upon social reforms while on the other hand the enacted
curriculum focuses upon being self- centred.
Developmental impacts on Curriculum
Curriculum could be impacted through several different forces. It is highly observed that that
Australian Curriculum is greatly impacted through the managerial and political perspectives.
Even the multicultural community also is considered as being one among the chief forces
affecting the curriculum (Pinar et. al., 2005). As per the Australian standpoint, the blend of
Asian, American, European and other cultural philosophies have great impact upon the
curriculum. The developers of the curriculum need to be very cautious when choosing and
integrating nay content as the added content must not offend any culture, belief or ethical
stance in any manner.
Professional/Personal Tensions
Creating a sound curriculum is quite a complex task. However, effectively delivering the
curriculum that has been created through somebody else having diverse standpoint is again
not an easy task (Bilbao et. al., 2008). The instructors might experience professional and
personal issues due to difference in perceptions of develop and teacher. Moreover, changes
and modifications in the curriculum could also result in personal tension amongst the old
instructors particularly ones who lack technical understanding. They might be more
comfortable with the prevailing curriculum as they have been completely accustomed to it.

They might feel compliant when implementing the new curriculum and therefore, the
teaching quality would go down. Additionally, at times, the teachers are ineffective at
implementing the curriculum as per the way it is actually intended to be implemented (Wiles,
2008). The teacher would implement the curriculum as per his/her understanding and
perspective, which may vary from that of the developer, eventually resulting in differences in
intended and enacted curriculum (Pinar et. al., 2005). Few topics involve great difference in
perspective such as homosexual marriage and religious matters, thus teachers prefer avoiding
such topics and prefer being neutral.
Conclusion
There is no doubt in the fact that the entire curriculum has been quite knowledge imparting. I
gained knowledge related to several different concepts related to people in organization. I
gained knowledge about the way how intended and enacted curriculum is expected to vary. I
have gained a good knowledge about several management subjects such as teamwork,
communication, leadership, solving conflicts, organisational culture and work life balance.
All this learning would surely prove to be very helpful in my career ahead. Also, as observed
above there prevails a gap amid intended and enacted curriculum, which can also effect
students learning, teachers can help in overcoming this gap to great extent by making sure
that the curriculum is completely and properly followed and all the outcomes are successfully
achieved.

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