Business and Organisational Psychology
Masters – Level 7
UK Level 7 to Top-Up master's degree at UK University – Only £1750 (Subject to Scholarship Discount)
Overview
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 1
OTHM LEVEL 7 DIPLOMA
IN BUSINESS AND
ORGANISATIONAL
PSYCHOLOGY
Qualification Number: 610/2213/5
Specification | 2025
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 2
TABLE OF CONTENTS
QUALIFICATION OBJECTIVES 3
QUALITY, STANDARDS AND RECOGNITIONS 3
REGULATORY INFORMATION 4
EQUIVALENCES 4
QUALIFICATION STRUCTURE 4
DEFINITIONS 4
ENTRY REQUIREMENTS 5
PROGRESSION 5
DELIVERY OF OTHM QUALIFICATIONS 6
CENTRE RESOURCE REQUIREMENTS 6
ASSESSMENT AND VERIFICATION 6
OPPORTUNITIES FOR LEARNERS TO PASS 7
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT 7
EQUALITY AND DIVERSITY 7
SPECIFICATION 2025 OTHM.ORG.UK 1
OTHM LEVEL 7 DIPLOMA
IN BUSINESS AND
ORGANISATIONAL
PSYCHOLOGY
Qualification Number: 610/2213/5
Specification | 2025
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 2
TABLE OF CONTENTS
QUALIFICATION OBJECTIVES 3
QUALITY, STANDARDS AND RECOGNITIONS 3
REGULATORY INFORMATION 4
EQUIVALENCES 4
QUALIFICATION STRUCTURE 4
DEFINITIONS 4
ENTRY REQUIREMENTS 5
PROGRESSION 5
DELIVERY OF OTHM QUALIFICATIONS 6
CENTRE RESOURCE REQUIREMENTS 6
ASSESSMENT AND VERIFICATION 6
OPPORTUNITIES FOR LEARNERS TO PASS 7
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT 7
EQUALITY AND DIVERSITY 7
Qualification structure
learning outcomes of a unit. One credit is equal to 10 hours
of TQT.
ENTRY REQUIREMENTS
For entry onto the OTHM Level 7 Diploma in Business Psychology qualification, learners must
possess:
● An honours degree in related subject or UK level 6 diploma or an equivalent overseas
qualification
● Mature learners with management experience (learners must check with the delivery
centre regarding this experience prior to registering for the programme)
● Learner must be 21 years old or older at the beginning of the course
English requirements: If a learner is not from a majority English-speaking country must
provide evidence of English language competency. For more information visit English
Language Expectations page on our website www.othm.org.uk.
English requirements: If a learner is not from a majority English-speaking country must
provide evidence of English language competency. For more information visit the English
Language Expectations page on the OTHM website.
Alternative professional qualifications with at least three years' relevant work experience in the
public service field may also be considered. This could be in roles in local or national
government, or in non-governmental and inter-governmental organisations, the voluntary and
charitable sector, and private sector roles which support or deliver public services.
PROGRESSION
The OTHM Level 7 Diploma in Business and Organisational Psychology enables learners to
progress into or within employment and/or continue their further study.
As this qualification is approved and regulated by Ofqual (Office of the Qualifications and
Examinations Regulation), learners maybe eligible to progress to Master’s top-up at many
universities in the UK and overseas with advanced standing. For more information visit the
University Progressions page on the OTHM website.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 6
DELIVERY OF OTHM QUALIFICATIONS
OTHM do not specify the mode of delivery for its qualifications, therefore OTHM Centres are
free to deliver this qualification using any mode of delivery that meets the needs of their
Learners. However, OTHM Centres should consider the Learners’ complete learning
experience when designing the delivery of programmes.
OTHM Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly
discriminate, whether directly or indirectly, and that equality of opportunity is promoted. Where
it is reasonable and practicable to do so, it will take steps to address identified inequalities or
barriers that may arise.
Guided Learning Hours (GLH) which are listed in each unit gives the Centres the number of
hours of teacher-supervised or direct study time likely to be required to teach that unit.
The qualification has been designed to take learners on a structured learning pathway. The
sequencing of units is likely to encourage proactive engagement due to the nature of the
subjects and topics therein, whilst also supporting learners to develop the learning and
assessment skills required to be successful at level 7.
CENTRE RESOURCE REQUIREMENTS
Tutor / Assessor Requirements
● Tutors/Assessors must be appropriately qualified and occupationally competent in
the areas in which they are training.
● They must hold a Level 6 qualification or equivalent
● They should hold or be working towards a Level 3 qualification in Assessing
Vocationally Related Achievement such as the OTHM Level 3 Award in Assessing
Vocationally Related Achievement.
Internal Verifier Requirements
● Internal quality assurers or verifiers must be appropriately qualified and
occupationally competent in the areas in which they are moderating.
● They must hold or be working towards a Level 4 Award in the Internal Quality
Assurance of Assessment Processes and Practice and/or a Level 4 Certificate in
Leading the Internal Quality Assurance of Assessment Processes and Practice
such as the OTHM Level 4 Certificate in Leading the Internal Quality Assurance of
Assessment Processes and Practice.
● They must demonstrate that they have undertaken Continued Professional
Development (CPD) activities relating to occupational health and safety or auditing
quality assurance to maintain and update their skills and knowledge within the last
year.
OTHM will request to see copies of relevant qualifications from assessors and verifiers.
ASSESSMENT AND VERIFICATION
The units in this qualification are internally assessed by the centre and externally verified by
OTHM. The qualifications are criterion referenced, based on the achievement of all the
specified learning outcomes.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 7
To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have
fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.
Judgement that the learners have successfully fulfilled the assessment criteria is made by the
Assessor.
The Assessor should provide an audit trail showing how the judgement of the learners’ overall
achievement has been arrived at.
Specific assessment guidance and relevant marking criteria for each unit are made available
in the Assignment Brief document. These are made available to centres immediately after
registration of one or more learners.
OPPORTUNITIES FOR LEARNERS TO PASS
Centres are responsible for managing learners who have not achieved a Pass for the
qualification having completed the assessment. However, OTHM expects at a minimum that
centres must have in place a clear feedback mechanism to learners by which they can
effectively retrain the learner in all the areas required before re-assessing the learner.
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT
Recognition of Prior Learning (RPL) is a method of assessment that considers whether
learners can demonstrate that they can meet the assessment requirements for a unit through
knowledge, understanding or skills they already possess and do not need to develop through
a course of learning.
RPL policies and procedures have been developed over time, which has led to the use of a
number of terms to describe the process. Among the most common are:
● Accreditation of Prior Learning (APL)
● Accreditation of Prior Experiential Learning (APEL)
● Accreditation of Prior Achievement (APA)
● Accreditation of Prior Learning and Achievement (APLA).
All evidence must be evaluated with reference to the stipulated learning outcomes and
assessment criteria against the respective unit(s). The assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the learning
outcome and its related assessment criteria at that particular level.
Most often RPL will be used for units. It is not acceptable to claim for an entire qualification
through RPL. Where evidence is assessed to be only sufficient to cover one or more learning
outcomes, or to partly meet the need of a learning outcome, then additional assessment
methods should be used to generate sufficient evidence to be able to award the learning
outcome(s) for the whole unit. This may include a combination of units where applicable.
EQUALITY AND DIVERSITY
OTHM provides equality and diversity training to staff and consultants. This makes clear that
staff and consultants must comply with the requirements of the Equality Act 2010, and all other
related equality and diversity legislation, in relation to our qualifications.
We develop and revise our qualifications to avoid, where possible, any feature that might
disadvantage learners because of their age, disability, gender, pregnancy or maternity, race,
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 8
religion or belief, and sexual orientation.
If a specific qualification requires a feature that might disadvantage a particular group (e.g. a
legal requirement regarding health and safety in the workplace), we will clarify this explicitly in
the qualification specification.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 9
UNIT SPECIFICATIONS
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 10
HEALTH, WORK AND STRESS
of TQT.
ENTRY REQUIREMENTS
For entry onto the OTHM Level 7 Diploma in Business Psychology qualification, learners must
possess:
● An honours degree in related subject or UK level 6 diploma or an equivalent overseas
qualification
● Mature learners with management experience (learners must check with the delivery
centre regarding this experience prior to registering for the programme)
● Learner must be 21 years old or older at the beginning of the course
English requirements: If a learner is not from a majority English-speaking country must
provide evidence of English language competency. For more information visit English
Language Expectations page on our website www.othm.org.uk.
English requirements: If a learner is not from a majority English-speaking country must
provide evidence of English language competency. For more information visit the English
Language Expectations page on the OTHM website.
Alternative professional qualifications with at least three years' relevant work experience in the
public service field may also be considered. This could be in roles in local or national
government, or in non-governmental and inter-governmental organisations, the voluntary and
charitable sector, and private sector roles which support or deliver public services.
PROGRESSION
The OTHM Level 7 Diploma in Business and Organisational Psychology enables learners to
progress into or within employment and/or continue their further study.
As this qualification is approved and regulated by Ofqual (Office of the Qualifications and
Examinations Regulation), learners maybe eligible to progress to Master’s top-up at many
universities in the UK and overseas with advanced standing. For more information visit the
University Progressions page on the OTHM website.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 6
DELIVERY OF OTHM QUALIFICATIONS
OTHM do not specify the mode of delivery for its qualifications, therefore OTHM Centres are
free to deliver this qualification using any mode of delivery that meets the needs of their
Learners. However, OTHM Centres should consider the Learners’ complete learning
experience when designing the delivery of programmes.
OTHM Centres must ensure that the chosen mode of delivery does not unlawfully or unfairly
discriminate, whether directly or indirectly, and that equality of opportunity is promoted. Where
it is reasonable and practicable to do so, it will take steps to address identified inequalities or
barriers that may arise.
Guided Learning Hours (GLH) which are listed in each unit gives the Centres the number of
hours of teacher-supervised or direct study time likely to be required to teach that unit.
The qualification has been designed to take learners on a structured learning pathway. The
sequencing of units is likely to encourage proactive engagement due to the nature of the
subjects and topics therein, whilst also supporting learners to develop the learning and
assessment skills required to be successful at level 7.
CENTRE RESOURCE REQUIREMENTS
Tutor / Assessor Requirements
● Tutors/Assessors must be appropriately qualified and occupationally competent in
the areas in which they are training.
● They must hold a Level 6 qualification or equivalent
● They should hold or be working towards a Level 3 qualification in Assessing
Vocationally Related Achievement such as the OTHM Level 3 Award in Assessing
Vocationally Related Achievement.
Internal Verifier Requirements
● Internal quality assurers or verifiers must be appropriately qualified and
occupationally competent in the areas in which they are moderating.
● They must hold or be working towards a Level 4 Award in the Internal Quality
Assurance of Assessment Processes and Practice and/or a Level 4 Certificate in
Leading the Internal Quality Assurance of Assessment Processes and Practice
such as the OTHM Level 4 Certificate in Leading the Internal Quality Assurance of
Assessment Processes and Practice.
● They must demonstrate that they have undertaken Continued Professional
Development (CPD) activities relating to occupational health and safety or auditing
quality assurance to maintain and update their skills and knowledge within the last
year.
OTHM will request to see copies of relevant qualifications from assessors and verifiers.
ASSESSMENT AND VERIFICATION
The units in this qualification are internally assessed by the centre and externally verified by
OTHM. The qualifications are criterion referenced, based on the achievement of all the
specified learning outcomes.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 7
To achieve a ‘pass’ for a unit, learners must provide evidence to demonstrate that they have
fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.
Judgement that the learners have successfully fulfilled the assessment criteria is made by the
Assessor.
The Assessor should provide an audit trail showing how the judgement of the learners’ overall
achievement has been arrived at.
Specific assessment guidance and relevant marking criteria for each unit are made available
in the Assignment Brief document. These are made available to centres immediately after
registration of one or more learners.
OPPORTUNITIES FOR LEARNERS TO PASS
Centres are responsible for managing learners who have not achieved a Pass for the
qualification having completed the assessment. However, OTHM expects at a minimum that
centres must have in place a clear feedback mechanism to learners by which they can
effectively retrain the learner in all the areas required before re-assessing the learner.
RECOGNITION OF PRIOR LEARNING AND ACHIEVEMENT
Recognition of Prior Learning (RPL) is a method of assessment that considers whether
learners can demonstrate that they can meet the assessment requirements for a unit through
knowledge, understanding or skills they already possess and do not need to develop through
a course of learning.
RPL policies and procedures have been developed over time, which has led to the use of a
number of terms to describe the process. Among the most common are:
● Accreditation of Prior Learning (APL)
● Accreditation of Prior Experiential Learning (APEL)
● Accreditation of Prior Achievement (APA)
● Accreditation of Prior Learning and Achievement (APLA).
All evidence must be evaluated with reference to the stipulated learning outcomes and
assessment criteria against the respective unit(s). The assessor must be satisfied that the
evidence produced by the learner meets the assessment standard established by the learning
outcome and its related assessment criteria at that particular level.
Most often RPL will be used for units. It is not acceptable to claim for an entire qualification
through RPL. Where evidence is assessed to be only sufficient to cover one or more learning
outcomes, or to partly meet the need of a learning outcome, then additional assessment
methods should be used to generate sufficient evidence to be able to award the learning
outcome(s) for the whole unit. This may include a combination of units where applicable.
EQUALITY AND DIVERSITY
OTHM provides equality and diversity training to staff and consultants. This makes clear that
staff and consultants must comply with the requirements of the Equality Act 2010, and all other
related equality and diversity legislation, in relation to our qualifications.
We develop and revise our qualifications to avoid, where possible, any feature that might
disadvantage learners because of their age, disability, gender, pregnancy or maternity, race,
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 8
religion or belief, and sexual orientation.
If a specific qualification requires a feature that might disadvantage a particular group (e.g. a
legal requirement regarding health and safety in the workplace), we will clarify this explicitly in
the qualification specification.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 9
UNIT SPECIFICATIONS
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 10
HEALTH, WORK AND STRESS
• 1200 TQT
Unit Aims
The unit provides the learner the opportunity to discover the definition of stress and its physiological manifestations, which include burnout and PTSD.
The learner will also reflect on stresses and strains associated with various aspects of organisational life and these include such
examples as role overload, role complexity, role ambiguity, responsibility, and repetitive work. The learner will be able to analyse the
strategies and interventions offered to respond to a ‘stressful state’ such as empowerment and goal setting. Preventative health management
such as counselling and workplace wellness programmes are studied. by the learner. This module will equip the learner with the means that
help improve efficiency in organisations, keep staff, and make organisations a pleasant place for potential employees.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand and define stress and its
physical manifestations
1.1 Analyse and discuss stress and describe
its physical manifestations in an organisation
context.
1.2 Assess definitions of post-traumatic stress
disorder (PTSD) and burnout.
Definitions of stress; jobs-demands resources
model / transactional model of stress.
Physiological reactions- Fight or Flight
response.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 11
1.3 Appraise the cost linked with stress at work
in an organisation context.
1.4 Demonstrate understanding of key
theoretical models to facilitate workplace
health and wellbeing at an organisation
Burnout- factors causing burnout-
consequences of burnout. Burnout as a coping
mechanism.
Post-traumatic stress disorder /acute stress
disorder
Cost of stress- individual level (emotional;
negative feelings; impacts on family society
level; socially disruptive
behaviour/alcoholism/drug abuse, community
withdrawal. Employers; increasing costs; loss of
productivity, staff absenteeism, compensatory
claims.
Transactional model of stress and job-demands-
human resource model
2. Understand the different facets of
organisational life associated with stress
2.1 Analyse typical stressful conditions for
people in the workplace in an organisation
context.
2.2 Evaluate the relevance of factors
emanating from the workplace in the context of
stress in an organisation.
2.3 Evaluate the relevance of factors
originating from the individual and outside the
workplace in the context of stress in an
organisational setting.
Stressors; Typical stressful conditions facing
individuals in the workplace. Challenge and
hinderance stressors.
Stress from within the organisation Role
overload; role underload; role ambiguity; role
conflict; responsibility for people; machine
paced and repetitive work; decision latitude and
job control; shift work; technostress; physical
work environment.
Stress from within the individual plus
outside influences:
Personality; resilience; Locus of control; work
relationships; bullying and incivility; redundancy
and unemployment; turning unemployment to
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 12
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 3 All AC’s under LO 1 to 3 Coursework x 1 poster and 1 x
essay
4500 words
Indicative Reading List
Grant, P. (Ed.). (2016). Business Psychology in Action. Matador.
Hesketh, I., & Cooper, C. (2019). Wellbeing at work: How to design, implement and evaluate an effective strategy. Kogan Page.
Kinder, A., Hughes, R., & Cooper, C. L. (Eds.). (2022). Occupational health and wellbeing: Challenges and opportunities in theory and practice.
Routledge.
advantage; early retirement; homework
interface.
3.Understand remedies used to
counteract stress and preventative
health management strategies to create
healthier organisations
3.1 Critically analyse a variety of remedies for
stress management in an organisational
context.
3.2 Examine the similarities and differences
between CBT and REBT
3.3 Evaluate the likely benefits to organisations
and individuals from health promotion
programmes or wellness schemes in the
workplace in an organisational context.
Suggested remedies for stress: relaxation
therapies; time management; cognitive
strategies (Cognitive behavioural therapy;
rational emotive therapy; mindfulness; social
support; structural arrangements; organisational
change processes
Health promotion programmes: workplace
counselling.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 13
Mckenna, E. F. (2020). Business psychology and organizational behaviour. Abingdon, Oxon ; New York, Ny: Routledge, An Imprint of The
Taylor & Francis Group.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 14
MOTIVATION, JOB DESIGN AND EXTRINSIC REWARDS
examples as role overload, role complexity, role ambiguity, responsibility, and repetitive work. The learner will be able to analyse the
strategies and interventions offered to respond to a ‘stressful state’ such as empowerment and goal setting. Preventative health management
such as counselling and workplace wellness programmes are studied. by the learner. This module will equip the learner with the means that
help improve efficiency in organisations, keep staff, and make organisations a pleasant place for potential employees.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand and define stress and its
physical manifestations
1.1 Analyse and discuss stress and describe
its physical manifestations in an organisation
context.
1.2 Assess definitions of post-traumatic stress
disorder (PTSD) and burnout.
Definitions of stress; jobs-demands resources
model / transactional model of stress.
Physiological reactions- Fight or Flight
response.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 11
1.3 Appraise the cost linked with stress at work
in an organisation context.
1.4 Demonstrate understanding of key
theoretical models to facilitate workplace
health and wellbeing at an organisation
Burnout- factors causing burnout-
consequences of burnout. Burnout as a coping
mechanism.
Post-traumatic stress disorder /acute stress
disorder
Cost of stress- individual level (emotional;
negative feelings; impacts on family society
level; socially disruptive
behaviour/alcoholism/drug abuse, community
withdrawal. Employers; increasing costs; loss of
productivity, staff absenteeism, compensatory
claims.
Transactional model of stress and job-demands-
human resource model
2. Understand the different facets of
organisational life associated with stress
2.1 Analyse typical stressful conditions for
people in the workplace in an organisation
context.
2.2 Evaluate the relevance of factors
emanating from the workplace in the context of
stress in an organisation.
2.3 Evaluate the relevance of factors
originating from the individual and outside the
workplace in the context of stress in an
organisational setting.
Stressors; Typical stressful conditions facing
individuals in the workplace. Challenge and
hinderance stressors.
Stress from within the organisation Role
overload; role underload; role ambiguity; role
conflict; responsibility for people; machine
paced and repetitive work; decision latitude and
job control; shift work; technostress; physical
work environment.
Stress from within the individual plus
outside influences:
Personality; resilience; Locus of control; work
relationships; bullying and incivility; redundancy
and unemployment; turning unemployment to
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 12
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 3 All AC’s under LO 1 to 3 Coursework x 1 poster and 1 x
essay
4500 words
Indicative Reading List
Grant, P. (Ed.). (2016). Business Psychology in Action. Matador.
Hesketh, I., & Cooper, C. (2019). Wellbeing at work: How to design, implement and evaluate an effective strategy. Kogan Page.
Kinder, A., Hughes, R., & Cooper, C. L. (Eds.). (2022). Occupational health and wellbeing: Challenges and opportunities in theory and practice.
Routledge.
advantage; early retirement; homework
interface.
3.Understand remedies used to
counteract stress and preventative
health management strategies to create
healthier organisations
3.1 Critically analyse a variety of remedies for
stress management in an organisational
context.
3.2 Examine the similarities and differences
between CBT and REBT
3.3 Evaluate the likely benefits to organisations
and individuals from health promotion
programmes or wellness schemes in the
workplace in an organisational context.
Suggested remedies for stress: relaxation
therapies; time management; cognitive
strategies (Cognitive behavioural therapy;
rational emotive therapy; mindfulness; social
support; structural arrangements; organisational
change processes
Health promotion programmes: workplace
counselling.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 13
Mckenna, E. F. (2020). Business psychology and organizational behaviour. Abingdon, Oxon ; New York, Ny: Routledge, An Imprint of The
Taylor & Francis Group.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 14
MOTIVATION, JOB DESIGN AND EXTRINSIC REWARDS
20 credits • 80 GLH • 200 TQT
Unit Aims
The aim of this unit is to develop learners’ knowledge of the concept of motivation which consists of needs, motives, drives, and goals and incentives.
The learner will further develop knowledge of ‘level of arousal’, which is related to drive and emotion and an important feature of
the motivational state. Theoretically both content and process theories will be studied, alongside acknowledgment of the concept of social
identity and culture to further develop knowledge of motivation at work. To enhance learner experience developments in job design has been
included together with the impacts of technology. Rewards are seen both intrinsically and extrinsically and through job evaluation.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand how motivation arises
when we ask why people behave in
certain ways, and how when people are
motivated, they are responding to
conditions operating within and outside
themselves
1.1 Discuss major aspects of the motivation
process in an organisation.
1.2 Assess the differences between content
and process theories of employee motivation
in an organisation.
Define motivation with reference to needs;
motives; drives, incentives, and frustration.
Arousal and emotion
Need (content theories)
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 15
Maslow 1954; physiological needs; safety
needs; affiliation needs; esteem needs; self-
actualisation needs.
ERG theory Alderfer 1972 – existence;
relatedness and growth
Achievement motivation – Cassidy and Lynn
1989
Dual Factor theory – Herzberg 1966
Criticisms of dual factor theory
Theory X and Theory Y McGregor 1960
Cognitive (Process) Theories
Goal setting; goal difficulty; goal specificity;
Latham and Locke’s model 2006; Evaluation of
goal setting theory, Self-efficacy, Expectancy
Theory Vroom 1964, Porter and Lawler’s
expectancy model 1968, Reinforcement V
expectancy theory, Equity theory, Control theory
of motivation, Social identity perspective to
motivation and Culture and motivation.
2.Understand the connectivity between
motivational theory and job design
2.1 Critically evaluate the different approaches
to job design in an organisation.
2.2 Assess how job design is used to motivate
employees in an organisation.
Job design; job specialisation; job rotation; job
enlargement; job enrichment; The Job
characteristics model Hackman and Oldham
1975; Groups and Job design, autonomous
work groups, empowerment; Lean Production
systems; new technology and job design;
artificial intelligence and automation; worker
schedules; worker flexibility.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 16
3.Understand the difference between
extrinsic and intrinsic rewards
3.1 Evaluate the differences between extrinsic
and intrinsic rewards in an organisational
context.
3.2 Explain the ways rewards can be
determined in an organisation context.
Rewards extrinsic.
Purpose and philosophy Moorhead and Griffin
2014
Determination of rewards and job evaluation
(traditional) disadvantages and advantages
Types of reward; time rates; payment by results;
bonus and profit sharing; gain sharing; stock
option plans and long-term compensation; stock
ownership plans; performance related pay; skill-
based pay; flexible benefit system; pensions;
other benefits.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 3 All AC’s under LO 1 to 3 Coursework – 2 x essay 4500 words
Indicative Reading List
Guillen, M. (2020). Motivation in organisations: Searching for a meaningful work-life balance. Routledge.
Grant, P. (Ed.). (2016). Business Psychology in Action. Matador.
Maslow, A. H. (2019). A Theory of Human Motivation. General Press.
Mckenna, E. F. (2020). Business psychology and organizational behaviour. Abingdon, Oxon ; New York, Ny: Routledge, An Imprint Of The
Taylor & Francis Group.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 17
Murrell, H. (2020). Motivation at Work. Routledge.
Omar, S. (2019). History and philosophy of motivation. LAP Lambert Academic Publishing.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 18
ORGANISATIONAL DEVELOPMENT AND CHANGE
the motivational state. Theoretically both content and process theories will be studied, alongside acknowledgment of the concept of social
identity and culture to further develop knowledge of motivation at work. To enhance learner experience developments in job design has been
included together with the impacts of technology. Rewards are seen both intrinsically and extrinsically and through job evaluation.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand how motivation arises
when we ask why people behave in
certain ways, and how when people are
motivated, they are responding to
conditions operating within and outside
themselves
1.1 Discuss major aspects of the motivation
process in an organisation.
1.2 Assess the differences between content
and process theories of employee motivation
in an organisation.
Define motivation with reference to needs;
motives; drives, incentives, and frustration.
Arousal and emotion
Need (content theories)
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 15
Maslow 1954; physiological needs; safety
needs; affiliation needs; esteem needs; self-
actualisation needs.
ERG theory Alderfer 1972 – existence;
relatedness and growth
Achievement motivation – Cassidy and Lynn
1989
Dual Factor theory – Herzberg 1966
Criticisms of dual factor theory
Theory X and Theory Y McGregor 1960
Cognitive (Process) Theories
Goal setting; goal difficulty; goal specificity;
Latham and Locke’s model 2006; Evaluation of
goal setting theory, Self-efficacy, Expectancy
Theory Vroom 1964, Porter and Lawler’s
expectancy model 1968, Reinforcement V
expectancy theory, Equity theory, Control theory
of motivation, Social identity perspective to
motivation and Culture and motivation.
2.Understand the connectivity between
motivational theory and job design
2.1 Critically evaluate the different approaches
to job design in an organisation.
2.2 Assess how job design is used to motivate
employees in an organisation.
Job design; job specialisation; job rotation; job
enlargement; job enrichment; The Job
characteristics model Hackman and Oldham
1975; Groups and Job design, autonomous
work groups, empowerment; Lean Production
systems; new technology and job design;
artificial intelligence and automation; worker
schedules; worker flexibility.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 16
3.Understand the difference between
extrinsic and intrinsic rewards
3.1 Evaluate the differences between extrinsic
and intrinsic rewards in an organisational
context.
3.2 Explain the ways rewards can be
determined in an organisation context.
Rewards extrinsic.
Purpose and philosophy Moorhead and Griffin
2014
Determination of rewards and job evaluation
(traditional) disadvantages and advantages
Types of reward; time rates; payment by results;
bonus and profit sharing; gain sharing; stock
option plans and long-term compensation; stock
ownership plans; performance related pay; skill-
based pay; flexible benefit system; pensions;
other benefits.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 3 All AC’s under LO 1 to 3 Coursework – 2 x essay 4500 words
Indicative Reading List
Guillen, M. (2020). Motivation in organisations: Searching for a meaningful work-life balance. Routledge.
Grant, P. (Ed.). (2016). Business Psychology in Action. Matador.
Maslow, A. H. (2019). A Theory of Human Motivation. General Press.
Mckenna, E. F. (2020). Business psychology and organizational behaviour. Abingdon, Oxon ; New York, Ny: Routledge, An Imprint Of The
Taylor & Francis Group.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 17
Murrell, H. (2020). Motivation at Work. Routledge.
Omar, S. (2019). History and philosophy of motivation. LAP Lambert Academic Publishing.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 18
ORGANISATIONAL DEVELOPMENT AND CHANGE
20 credits • 80 GLH • 200 TQT
Unit Aims
The aim of this unit is to develop learners’ knowledge of what is meant by change, the organisational change cycle, and models of change.
The learner will further develop knowledge of ways of planning and implementing change, whilst also considering the resistance to change,
and approaches to controlling resistance to change. Organisational development, and various interventions to achieve this will also be studied
by the learner.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand the significance of the
organisational change cycle
1.1 Assess the significance of the
organisational change cycle fiving examples
from an actual organisation.
1.2 Evaluate the models or approaches used
in planning and implementing organisational
change in an organisation.
Organisational Change cycle: Woodward and
Bucholtz 1987 – Growth Curve Model of
change. The life cycle model of organisation -
Phelps, Adams and Bessant 2007. Sequence of
actions -Stace and Dunphy 2001.
Planning and implementing change- drivers
of change.
Change models – Lewin’s process model of
change 1951; continuous change process
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 19
model-Moorhead and Griffin 2014; change
agent; Emergent approach; Kotter’s change
process model; Action research approach.
2.Understand the approaches used to
counteract change
2.1 Evaluate the reasons why there maybe
resistance to change in an organisation.
2.2 Suggest the issues to consider when
implementing change at an organisational
context.
Resistance to change - e.g., overt, or
immediate i.e: strike); implicit or deferred e.g.:
increased absences; sources of resistance to
change such as habit; security; fear of unknown;
lack of awareness; social considerations and
role of personality.
Controlling resistance to change – education;
communication; facilitation, support; negotiation
and agreement; manipulation; coercion
3.Understand the structural and
behavioural techniques or interventions
within organisational development
3.1 Analyse the structural and behavioural
techniques of interventions within
organisational development at an organisation
3.2 Discuss and evaluate individual and group
interventions in organisational development at
an organisation.
Development techniques and interventions:
Changing structure; changing corporate climate;
task redesign; individual and group emphasis;
sensitivity training; survey feedback; process
consultation; team building; intergroup
development; Grid development Blake and
Mouton 1985; management by objectives;
conflict management
Assessment
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 20
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All LO 1 to 3 All AC under LO 1 to 3 Coursework 1 x essay 4500 words
Indicative Reading List
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 21
LEADERSHIP AND MANAGEMENT STYLE
and approaches to controlling resistance to change. Organisational development, and various interventions to achieve this will also be studied
by the learner.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand the significance of the
organisational change cycle
1.1 Assess the significance of the
organisational change cycle fiving examples
from an actual organisation.
1.2 Evaluate the models or approaches used
in planning and implementing organisational
change in an organisation.
Organisational Change cycle: Woodward and
Bucholtz 1987 – Growth Curve Model of
change. The life cycle model of organisation -
Phelps, Adams and Bessant 2007. Sequence of
actions -Stace and Dunphy 2001.
Planning and implementing change- drivers
of change.
Change models – Lewin’s process model of
change 1951; continuous change process
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 19
model-Moorhead and Griffin 2014; change
agent; Emergent approach; Kotter’s change
process model; Action research approach.
2.Understand the approaches used to
counteract change
2.1 Evaluate the reasons why there maybe
resistance to change in an organisation.
2.2 Suggest the issues to consider when
implementing change at an organisational
context.
Resistance to change - e.g., overt, or
immediate i.e: strike); implicit or deferred e.g.:
increased absences; sources of resistance to
change such as habit; security; fear of unknown;
lack of awareness; social considerations and
role of personality.
Controlling resistance to change – education;
communication; facilitation, support; negotiation
and agreement; manipulation; coercion
3.Understand the structural and
behavioural techniques or interventions
within organisational development
3.1 Analyse the structural and behavioural
techniques of interventions within
organisational development at an organisation
3.2 Discuss and evaluate individual and group
interventions in organisational development at
an organisation.
Development techniques and interventions:
Changing structure; changing corporate climate;
task redesign; individual and group emphasis;
sensitivity training; survey feedback; process
consultation; team building; intergroup
development; Grid development Blake and
Mouton 1985; management by objectives;
conflict management
Assessment
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 20
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All LO 1 to 3 All AC under LO 1 to 3 Coursework 1 x essay 4500 words
Indicative Reading List
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 21
LEADERSHIP AND MANAGEMENT STYLE
20 credits • 80 GLH • 200 TQT
Unit Aims
The aim of this unit is to develop learners’ knowledge of several perspectives in the study of leadership, and the differences between leadership and management,
The learner will examine the trait approach and personal characteristics of leaders and learn about leadership
and management style in its various forms. The student will also analyse contingency theories plus contemporary trends in leadership. To
finalise the unit the learner will study the variables that impact leadership.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand the differences between
leadership and management
1.1 Discuss and distinguish the difference
between leadership and management by
relating your discussions to an organisation.
1.2 Evaluate the traits and personal
characteristics associated with leadership in an
organisation.
1.3 Evaluate the importance of the skills and
competencies, including emotional intelligence
Definition of leadership and management
Traits, personal characteristics, and skills
Emotional intelligence
Styles of leadership (Behavioural); -Kurt
Lewin 1930; Likert’s four styles 1967;
dimensions of leadership behaviour Fleishman
and Harris 1962; The leadership grid Blake and
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 22
for leaders at an organisation.
Mouton 1985; participative leadership; criticisms
of participative leadership;
2.Understand the situational theories of
leadership; the applicability of
transactional leadership and significance
of transformational leadership
2.1 Critically discuss situational theories of
leadership and the applicability of transactional
leadership in an organisation.
2.2 Assess and analyse the significance of
transformational leadership at an organisation.
Contingency theories – leadership continuum;
The influence-power continuum; Fieldler’s
model; a normative model; leader member -
exchange (LMX); Path Goal theory; Hersley-
Blanchard situational model; attribution
perspective; substitutes for leadership.
Contemporary trends; transformational
leadership
3.Understand the importance of gender,
culture, ethics socialised charisma, trust,
upward influence, and derailment in
leadership
3.1 Assess the variables likely to impact
leadership in an organisation context.
3.2 Evaluate the distinctive feature of authentic
and servant leadership in an organisation.
Other leadership perspectives: authentic
leadership; trust and leadership; ethics and
leadership; servant leadership; lateral and
upward leadership; gender and leadership;
culture and leadership.
Derailed leaders.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 3 All AC’s under LO 1 to 3 Coursework 1 X Essay 4500 words
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 23
Indicative Reading List
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 24
TEAM BUILDING
and management style in its various forms. The student will also analyse contingency theories plus contemporary trends in leadership. To
finalise the unit the learner will study the variables that impact leadership.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand the differences between
leadership and management
1.1 Discuss and distinguish the difference
between leadership and management by
relating your discussions to an organisation.
1.2 Evaluate the traits and personal
characteristics associated with leadership in an
organisation.
1.3 Evaluate the importance of the skills and
competencies, including emotional intelligence
Definition of leadership and management
Traits, personal characteristics, and skills
Emotional intelligence
Styles of leadership (Behavioural); -Kurt
Lewin 1930; Likert’s four styles 1967;
dimensions of leadership behaviour Fleishman
and Harris 1962; The leadership grid Blake and
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 22
for leaders at an organisation.
Mouton 1985; participative leadership; criticisms
of participative leadership;
2.Understand the situational theories of
leadership; the applicability of
transactional leadership and significance
of transformational leadership
2.1 Critically discuss situational theories of
leadership and the applicability of transactional
leadership in an organisation.
2.2 Assess and analyse the significance of
transformational leadership at an organisation.
Contingency theories – leadership continuum;
The influence-power continuum; Fieldler’s
model; a normative model; leader member -
exchange (LMX); Path Goal theory; Hersley-
Blanchard situational model; attribution
perspective; substitutes for leadership.
Contemporary trends; transformational
leadership
3.Understand the importance of gender,
culture, ethics socialised charisma, trust,
upward influence, and derailment in
leadership
3.1 Assess the variables likely to impact
leadership in an organisation context.
3.2 Evaluate the distinctive feature of authentic
and servant leadership in an organisation.
Other leadership perspectives: authentic
leadership; trust and leadership; ethics and
leadership; servant leadership; lateral and
upward leadership; gender and leadership;
culture and leadership.
Derailed leaders.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 3 All AC’s under LO 1 to 3 Coursework 1 X Essay 4500 words
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 23
Indicative Reading List
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 24
TEAM BUILDING
20 credits • 80 GLH • 200 TQT
Unit Aims
The aim of this unit is to develop learners’ knowledge of the difference between a group and a team, and different types of teams. Models of team or group development will be explored such as the well-known Tuckman’s model, and lesser known, but more contemporary punctuated equilibrium model. The organisational context of group tasks, including culture is addressed, and the characteristics of high performing teams is studied. Common errors in effective team building will be explored and ways of dealing with this.
The learner will also develop knowledge of
diversity in relation to effective teams.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand what is meant by a team
and recognise different types of teams
1.1 Examine the differences between a group
and a team in an organisation context.
1.2 Discuss the developments that have given
rise to the interest of teams within
organisations.
1.3 Assess the benefits to an organisation
linked to team systems of working.
Work teams; multi-team systems; top
management teams; cross functional teams;
project teams; venture teams. Quality circles;
self-management teams; virtual teams
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 25
2.Understand the significance of team
building models
2.1 Evaluate models of teambuilding or group
development at an organisation.
2.2 Evaluate the features of high-performance
teams at an organisation
2.3 Critically analyse the issues that can occur
around team building and offer solutions in an
organisation context.
2.4 Assess management team development
programmes i.e: Dyer’s approach; Belbin’s
approach and team management wheel in an
organisational setting.
Models of group development; Tuckman
1965; punctuated equilibrium model; Team
Climate inventory Anderson and West 1996;
high performance teams.
Problems with teambuilding Hackman 1994.
Management team development; Dyer’s
approach, Belbin 1981, Team management
wheel Margerison and McCann 1995
3.Understand diversity in teams can find
different forms, and has associations
with race; personality; age; gender;
values; attitudes and culture
3.1 Analyse the concept of organisational
demography in an organisational context.
3.2Discuss the significance of values and
attitudes and conflict situations in a team.
3.3 Critically evaluate the role of trust in team
management in an organisation.
Big five personality Model
● Age differentials and benefits
● Gender diversity
● Tenure and security of employment
● Values and attitudes of members of
teams
● Cultural diversity – cross cultural
dialogue
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 26
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 3 All AC’s under LO 1 to 3 Coursework 1 short answer
questions
All 1 to 3
Indicative Reading List
Gibb Dyer, W., Jr, & Dyer, J. H. (2019). Beyond team building: How to build high performing teams and the culture to support them. Standards
Information Network.
Grant, P. (Ed.). (2016). Business Psychology in Action. Matador.
Mckenna, E. F. (2020). Business psychology and organizational behaviour. Abingdon, Oxon ; New York, Ny: Routledge, An Imprint of The
Taylor & Francis Group.
Widdowson, L., & Barbour, P. J. (2021). Building top-performing teams: A practical guide to team coaching to improve collaboration and drive
organizational success. Kogan Page.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 27
RESEARCH DESIGN IN BUSINESS PSYCHOLOGY
diversity in relation to effective teams.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Understand what is meant by a team
and recognise different types of teams
1.1 Examine the differences between a group
and a team in an organisation context.
1.2 Discuss the developments that have given
rise to the interest of teams within
organisations.
1.3 Assess the benefits to an organisation
linked to team systems of working.
Work teams; multi-team systems; top
management teams; cross functional teams;
project teams; venture teams. Quality circles;
self-management teams; virtual teams
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 25
2.Understand the significance of team
building models
2.1 Evaluate models of teambuilding or group
development at an organisation.
2.2 Evaluate the features of high-performance
teams at an organisation
2.3 Critically analyse the issues that can occur
around team building and offer solutions in an
organisation context.
2.4 Assess management team development
programmes i.e: Dyer’s approach; Belbin’s
approach and team management wheel in an
organisational setting.
Models of group development; Tuckman
1965; punctuated equilibrium model; Team
Climate inventory Anderson and West 1996;
high performance teams.
Problems with teambuilding Hackman 1994.
Management team development; Dyer’s
approach, Belbin 1981, Team management
wheel Margerison and McCann 1995
3.Understand diversity in teams can find
different forms, and has associations
with race; personality; age; gender;
values; attitudes and culture
3.1 Analyse the concept of organisational
demography in an organisational context.
3.2Discuss the significance of values and
attitudes and conflict situations in a team.
3.3 Critically evaluate the role of trust in team
management in an organisation.
Big five personality Model
● Age differentials and benefits
● Gender diversity
● Tenure and security of employment
● Values and attitudes of members of
teams
● Cultural diversity – cross cultural
dialogue
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 26
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 3 All AC’s under LO 1 to 3 Coursework 1 short answer
questions
All 1 to 3
Indicative Reading List
Gibb Dyer, W., Jr, & Dyer, J. H. (2019). Beyond team building: How to build high performing teams and the culture to support them. Standards
Information Network.
Grant, P. (Ed.). (2016). Business Psychology in Action. Matador.
Mckenna, E. F. (2020). Business psychology and organizational behaviour. Abingdon, Oxon ; New York, Ny: Routledge, An Imprint of The
Taylor & Francis Group.
Widdowson, L., & Barbour, P. J. (2021). Building top-performing teams: A practical guide to team coaching to improve collaboration and drive
organizational success. Kogan Page.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 27
RESEARCH DESIGN IN BUSINESS PSYCHOLOGY
20 credits • 80 GLH • 200 TQT
Unit Aims
This unit aims to equip learners with the skills to structure academically driven business psychology research by formulating and designing a research proposal. It fosters a critical appreciation of philosophical, practical, and ethical research principles within the framework of a selected business environment.
Learning Outcomes, Assessment Criteria, and Indicative Content
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Be able to develop research
approaches in a suitable context
1.1 Appraise a research problem.
1.2 Develop and justify an appropriate
research aim, objectives and research
question [s] within a defined scope and
timeframe.
1.3 Critically explore, select, and justify the
research approaches
Research problem identification:
understanding the research context; research
problem identification for investigation; research
topic identification; the conceptualisation of a
research problem; developing insights;
feasibility and possibilities; the search for
literatures; setting initial components e.g.,
working plan, research goals, timetable and
management, research process, monitoring,
evaluation, and revision.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 28
Research problem selection and justification
rationale of the proposed research;
appropriateness; reasons for selection of a
specific research topic; skills, capacities, and
knowledge requirement identification; research
question and hypothesis formulation; rationale
elaboration; essential date setting; review and
monitoring process. Develop appropriate
research objectives and justification:
background, aims and objectives selection;
reasons for these selections; length of the
research; skills, capacities and knowledge
enhancement e.g. literature review,
methodology, research type selection, data
collection and analysis, drawing a successful
conclusion; critical knowledge on appropriate
research methods e.g. qualitative and
quantitative, statistical research tools; research
validity, reliability and ethical issues; critical
justification of these selections.
2.Be able to critically review literature on
a business research topic
2.1 Critically analyse the different theoretical
approaches to your research problem.
2.2 Create a structured preliminary and
thorough critical literature review.
Different approaches: Behaviourism;
phenomenology; cognitive; psychoanalysis.
Landmarks in the development of
organisational psychology and
organisational behaviour; scientific
management; classical bureaucracy; principles
of organisation; industrial psychology; human
relations movement; neo-human relations;
systems approach; contingency approach
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 29
Literature review as relevant to the research
problem and objectives: definition, features,
and ways to do literature review; the generic
selection of literature; spotting the sources of
literature; justification of an appropriate selection
of literature.
To compare different theories and authors:
the selection of appropriate theories for the
research; conceptualisation of the research
phenomenon; including relevant theories and
the justification of choices; the strength and
credentials of relevant theoretical framework;
the understanding and interpretation; developing
the theoretical framework
Critical review of the key literature for inclusion
in a research proposal while focusing on
concepts and methodologies followed by other:
knowledge on acceptability, reliability, and
validity of literature.
3.Be able to design business research
methodologies.
3.1 Critically assess appropriate research
methodologies, ensuring alignment with the
research objectives outlined in the proposal.
3.2 Design a well-structured research
methodology tailored to the objectives and
applicable to the defined population.
3.3 Justify the chosen methodology,
demonstrating how it meets the research
objectives in your proposal while adhering to
ethical standards.
Research methodologies and relationship
with research objectives: advanced
knowledge on research methodologies; action
research; intervention research; non-
intervention research
Design and choose an appropriate
methodology in terms of the research
objectives: designing research using the most
appropriate method; research question or
hypothesis test; reliability and validity test;
ethical and access issues.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 30
Techniques and settings: Field experiments;
laboratory experiments; Field study;
questionnaires; interviews; observation; case
studies; analysing documents. Action research.
Justify the methodology selected in terms of
the research objectives: critical knowledge on
questions on the questionnaire, interviewee
selection, data verification, bias, time and place
selection, interview recording; justification of
using any selected research tool
4.Be able to develop a research
proposal.
4.1 Create a well-designed and structured
research proposal
4.2 Suggest techniques for use with
quantitative and qualitative data collection and
analysis.
4.3 Discuss the potential ethical issues in a
research project.
4.4 Develop a research project schedule to
successfully execute the project.
Structure
● Cover Page: Contains your project title,
your name, your supervisor's name,
institution or affiliation, and date.
● Table of Contents: Outlines the
contents of your entire proposal with
respective page numbers.
● Introduction: Contains background and
context, a problem statement, aim,
objectives research questions, and the
rationale behind the study.
● Literature review: Contains key
concepts and theories that serve as the
framework for your study as well as
any gaps in research.
● Research design and
methods: Contains research objectives,
method, and potential limitations.
● Proposed data analysis for use with
quantitative/ qualitative data/mixed
methods: types of data presentation and
analysis; qualitative data analysis e.g.,
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 31
techniques of categorisation and coding;
transcripts interpretation, data analysis
process, data analysis, data
presentation, the use of information
technologies, quantitative data analysis
e.g., value analysis, coding, data
analysis manually and electronically.
● Implications: Explains how the study
can be applied to the existing field of
knowledge on the topic.
● Reference list: A list of references used
to write the proposal in APA style.
● Research schedule (appendix): A
timeline of research phases and how
they will achieve the objective and meet
deadlines.
● Ethics in research – GDPR, data
protection law, privacy, informed
consent, permissions. organizational
requirements for ethics in research,
ethical form, etc.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 4 All AC’s under LO 1 to 4 Research proposal 4500 words
Indicative Reading List
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 32
Grant, P. (Ed.). (2016). Business Psychology in Action. Matador.
Haslam, S. A., & McGarty, C. (2018). Research methods and statistics in psychology (3rd ed.). Sage Publications.
Kazeroony, H. H., & du Plessis, Y. (2019). Diversity and inclusion: A research proposal framework. Routledge.
Mckenna, E. F. (2020). Business psychology and organizational behaviour. Abingdon, Oxon ; New York, Ny: Routledge, An Imprint of The
Taylor & Francis Group.
Mweene, O. (2019). Research proposal and dissertation writing. Scholars’ Press.
Punch, K. F. (2016). Developing effective research proposals (3rd ed.). Sage Publications.
Robson, C., & McCartan, K. (2016). Real World Research (4th ed.). John Wiley & Sons.
Sekaran, U., & Bougie, R. (2020). Research methods for business: A skill building approach (8th ed.). Standards Information Network.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 33
IMPORTANT NOTE
Whilst we make every effort to keep the information contained in programme specification up
to date, some changes to procedures, regulations, fees matter, timetables, etc may occur
during the course of your studies. You should, therefore, recognise that this booklet serves
only as a useful guide to your learning experience.
For updated information please visit our website www.othm.org.uk
Learning Outcomes –
the learner will:
Assessment Criteria –
the learner can:
Indicative content
1.Be able to develop research
approaches in a suitable context
1.1 Appraise a research problem.
1.2 Develop and justify an appropriate
research aim, objectives and research
question [s] within a defined scope and
timeframe.
1.3 Critically explore, select, and justify the
research approaches
Research problem identification:
understanding the research context; research
problem identification for investigation; research
topic identification; the conceptualisation of a
research problem; developing insights;
feasibility and possibilities; the search for
literatures; setting initial components e.g.,
working plan, research goals, timetable and
management, research process, monitoring,
evaluation, and revision.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 28
Research problem selection and justification
rationale of the proposed research;
appropriateness; reasons for selection of a
specific research topic; skills, capacities, and
knowledge requirement identification; research
question and hypothesis formulation; rationale
elaboration; essential date setting; review and
monitoring process. Develop appropriate
research objectives and justification:
background, aims and objectives selection;
reasons for these selections; length of the
research; skills, capacities and knowledge
enhancement e.g. literature review,
methodology, research type selection, data
collection and analysis, drawing a successful
conclusion; critical knowledge on appropriate
research methods e.g. qualitative and
quantitative, statistical research tools; research
validity, reliability and ethical issues; critical
justification of these selections.
2.Be able to critically review literature on
a business research topic
2.1 Critically analyse the different theoretical
approaches to your research problem.
2.2 Create a structured preliminary and
thorough critical literature review.
Different approaches: Behaviourism;
phenomenology; cognitive; psychoanalysis.
Landmarks in the development of
organisational psychology and
organisational behaviour; scientific
management; classical bureaucracy; principles
of organisation; industrial psychology; human
relations movement; neo-human relations;
systems approach; contingency approach
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 29
Literature review as relevant to the research
problem and objectives: definition, features,
and ways to do literature review; the generic
selection of literature; spotting the sources of
literature; justification of an appropriate selection
of literature.
To compare different theories and authors:
the selection of appropriate theories for the
research; conceptualisation of the research
phenomenon; including relevant theories and
the justification of choices; the strength and
credentials of relevant theoretical framework;
the understanding and interpretation; developing
the theoretical framework
Critical review of the key literature for inclusion
in a research proposal while focusing on
concepts and methodologies followed by other:
knowledge on acceptability, reliability, and
validity of literature.
3.Be able to design business research
methodologies.
3.1 Critically assess appropriate research
methodologies, ensuring alignment with the
research objectives outlined in the proposal.
3.2 Design a well-structured research
methodology tailored to the objectives and
applicable to the defined population.
3.3 Justify the chosen methodology,
demonstrating how it meets the research
objectives in your proposal while adhering to
ethical standards.
Research methodologies and relationship
with research objectives: advanced
knowledge on research methodologies; action
research; intervention research; non-
intervention research
Design and choose an appropriate
methodology in terms of the research
objectives: designing research using the most
appropriate method; research question or
hypothesis test; reliability and validity test;
ethical and access issues.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 30
Techniques and settings: Field experiments;
laboratory experiments; Field study;
questionnaires; interviews; observation; case
studies; analysing documents. Action research.
Justify the methodology selected in terms of
the research objectives: critical knowledge on
questions on the questionnaire, interviewee
selection, data verification, bias, time and place
selection, interview recording; justification of
using any selected research tool
4.Be able to develop a research
proposal.
4.1 Create a well-designed and structured
research proposal
4.2 Suggest techniques for use with
quantitative and qualitative data collection and
analysis.
4.3 Discuss the potential ethical issues in a
research project.
4.4 Develop a research project schedule to
successfully execute the project.
Structure
● Cover Page: Contains your project title,
your name, your supervisor's name,
institution or affiliation, and date.
● Table of Contents: Outlines the
contents of your entire proposal with
respective page numbers.
● Introduction: Contains background and
context, a problem statement, aim,
objectives research questions, and the
rationale behind the study.
● Literature review: Contains key
concepts and theories that serve as the
framework for your study as well as
any gaps in research.
● Research design and
methods: Contains research objectives,
method, and potential limitations.
● Proposed data analysis for use with
quantitative/ qualitative data/mixed
methods: types of data presentation and
analysis; qualitative data analysis e.g.,
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 31
techniques of categorisation and coding;
transcripts interpretation, data analysis
process, data analysis, data
presentation, the use of information
technologies, quantitative data analysis
e.g., value analysis, coding, data
analysis manually and electronically.
● Implications: Explains how the study
can be applied to the existing field of
knowledge on the topic.
● Reference list: A list of references used
to write the proposal in APA style.
● Research schedule (appendix): A
timeline of research phases and how
they will achieve the objective and meet
deadlines.
● Ethics in research – GDPR, data
protection law, privacy, informed
consent, permissions. organizational
requirements for ethics in research,
ethical form, etc.
Assessment
To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the
standards specified by all assessment criteria.
Learning Outcomes to be met Assessment criteria to be covered Type of assessment Word count (approx. length)
All 1 to 4 All AC’s under LO 1 to 4 Research proposal 4500 words
Indicative Reading List
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 32
Grant, P. (Ed.). (2016). Business Psychology in Action. Matador.
Haslam, S. A., & McGarty, C. (2018). Research methods and statistics in psychology (3rd ed.). Sage Publications.
Kazeroony, H. H., & du Plessis, Y. (2019). Diversity and inclusion: A research proposal framework. Routledge.
Mckenna, E. F. (2020). Business psychology and organizational behaviour. Abingdon, Oxon ; New York, Ny: Routledge, An Imprint of The
Taylor & Francis Group.
Mweene, O. (2019). Research proposal and dissertation writing. Scholars’ Press.
Punch, K. F. (2016). Developing effective research proposals (3rd ed.). Sage Publications.
Robson, C., & McCartan, K. (2016). Real World Research (4th ed.). John Wiley & Sons.
Sekaran, U., & Bougie, R. (2020). Research methods for business: A skill building approach (8th ed.). Standards Information Network.
OTHM LEVEL 7 DIPLOMA IN BUSINESS AND ORGANISATIONAL PSYCHOLOGY
SPECIFICATION 2025 OTHM.ORG.UK 33
IMPORTANT NOTE
Whilst we make every effort to keep the information contained in programme specification up
to date, some changes to procedures, regulations, fees matter, timetables, etc may occur
during the course of your studies. You should, therefore, recognise that this booklet serves
only as a useful guide to your learning experience.
For updated information please visit our website www.othm.org.uk
20 credits • 80 GLH • 200 TQT
Duration and delivery
6
CENTRE RESOURCE REQUIREMENTS 6
CENTRE RESOURCE REQUIREMENTS 6
Assessment and verification
6
OPPORTUNITIES FOR LEARNERS TO PASS 7
OPPORTUNITIES FOR LEARNERS TO PASS 7