Managing Human Resources (Specialism) 2016-2017.

UNIVERSITY OF PORTSMOUTH
Organisation Studies/HRM Subject Group

Managing
Human Resource Specialism
(B&M)

UNIT HANDBOOK: U23580

2016-17

Unit coordinator:
Dr Emma Brown.

Unit Delivery:
Dr Emma Brown
Julie Spurgeon
Update 2016.
 Managing Human Resources (Specialism) 2016-
Dr Kajal Sharma
2017.

This page is intentionally blank

 Unit staff - contacting us:

Dr Emma Brown Burnaby Terrace 0.18 ext.4790.

emma.brown@port.ac.uk

Julie Spurgeon
julie Spurgeon@port.ac.uk

Dr Kajal Sharma Richmond Building

Kajal.sharma@port.ac.uk

U23580. Managing Human Resources Specialism

Objectives:

1. To demonstrate how strategic HRD can impact on the strategic processes

driving organisations.

2. To understand and evaluate how strategic HR policies and practices can

contribute to the strategic objectives of organisations

3. To provide analytical frameworks enabling students to recognise, identify and

evaluate complex HRD issues critically impacting on the strategic effectiveness
of organisations.

4. To provide analytical frameworks enabling students to recognise, identify and

evaluate complex HR issues critically affecting human factors of organisations
in a local and international.

Learning Outcomes On successful completion of this unit, students

should be able to understand, analyse and critically evaluate:
1 Suggest and evaluate training and development strategies to effect self &
organisational change and development.
2 Make informed judgements about the integration of HRM/HRD activities
within the broader HRM and business context
3 Act ethically and professionally with a demonstrated commitment to
equality of opportunity and diversity in the design and delivery of learning
and development and to continuous personal and professional
development
4 Critically evaluate and apply a range of people resourcing techniques and
methodologies incorporating planning, acquisition, managing, rewarding
and releasing people and to contribute to the development of appropriate
HR policies, procedures and practices

To deliver these objectives and outcomes the unit is divided into various linked
sections including generic theory and practice underpinning the relationship
between HRM and Human Resource Development (HRD), organisational and
personal development and matters of Leadership and Management.

The assessment of students is governed by various guidelines and there have been
recent changes details of which can be found at:
http://www.port.ac.uk/departments/services/academicregistry/qualitymanagementdivision/assessmentandregula
tions/changestocurriculumandassessmentregulations/

Academic year dates 2016-17.

Induction Week (all years)

Monday 19 September 2016 to Friday 23 September 2016

Autumn Teaching Block

Monday 26 September 2016 to Friday 16 December 2016

Christmas Break
Monday 19 December 2016 to Friday 6 January 2017

Spring Teaching Block

Monday 9 January 2017 to Friday 31 March 2017

Easter Break
3 April 2017 to Friday 21 April 2017
(Easter Sunday is on 16 April 2017)

Consolidation and Assessment Period

Monday 24 April 2017 to Friday 2 June 2017

(Within this period, the formal examination weeks run from Monday 8 May 2017 to
Friday 2 June 2017)

Graduation Weeks
Weeks beginning Monday 17 July 2017 and Monday 24 July 2017
(The exact dates of the ceremonies will not be set until January 2017)

Second Attempt Assessment Period

Monday 10 July 2017 to Friday 28 July 2017
 Managing Human Resources (Specialism) 2016-
2017.
Course content: Session Topics.

Managing Human Resources Specialism.

TERM 2 SESSIONS WHICH COMBINE LECTURE and SEMINAR STYLES (...maximum 1:50 less
comfort breaks)
TBC
Week Topic areas: linking from core Human Resource Management
beginning
1 09/01/17 - HRM: Context and Strategy JS

2 16/01/17 - HR Organisations & Flexibility at Work JS

3 23/01/17 - Recruitment and Selection (Personal reflection session) JS

Assessment Briefing
4 30/01/17- International HRM: Context and Globalisation (Personal reflection session) JS

5 06/02/17 - International HRM: Culture and the practical implications of managing in a global JS
environment (Personal reflection session)

6 13/02/17 - Strategic labour market analysis: ABZee case study (Personal reflection JS
session).

7 20/02/17 - Leadership vs Management (Personal reflection session) JS

8 27/02/17 - Managing Performance. (Personal reflection session) JS

9 06/03/17 - Health, Safety & Wellbeing and Managing Absence JS

10 13/03/17- Management of Reward (1) JS

11 20/03/17- Management of Reward (2) JS

12 27/03/17 - No session - Assessment 2 deadline (31st March)

Sessions are delivered on a Friday from 2pm to 5pm

A number of additional sessions will be scheduled throughout the term.

First written assignment ONLINE submission FRIDAY 10 March

2017.

Second written assignment ONLINE submission FRIDAY 31

March 2017.

Update 2016
Teaching and Learning
The sessions will be organized on the basis of taught input followed by class discussion.
The discussions will be led by students (working individually, in pairs or in groups) and will
focus on their experiences of the HR issue covered in the taught element.

The emphasis will be on the critical evaluation of the theoretical perspectives introduced
in the light of the real-life experience. Although these discussions will be led by particular
students all class members will be expected to have thought about the issues and be
prepared to participate.

Term one learning outcomes focused on you being able to develop the skills necessary
for academic study, including practical management-related activities. Formative
feedback and discussion will be an integral and ongoing part of the term one (1) and
term two (2) classes.

The formal learning outcomes for the MHR unit were stated earlier in the unit description.

Postgraduate student intranet/Moodle:

A summary of the lecture notes will be put up for this MHR unit in a Moodle page in
conjunction after each lecture.

In addition, questions will be answered during the taught sessions order to offer consistent
responses and to help facilitate the formative feedback process.

Moodle access is made via the PU web home page or as follows:

1. key in http://www.port.ac.uk/moodle, click on log-in, key in your user name and as

usual password via:

2. the turquoise box or text login then,

3. then key in/click on the relevant unit link,

4. which will take you to the unit details and files.

Reading: The following list shows a choice of recommended reading for this unit. However
students are required to read widely, taking in textbooks, research studies, academic
journal articles and professional literature. It is also expected and recommended that
students will read beyond the narrow field of HRM and will make themselves familiar with
key developments in general management thinking.

It is assumed that all students will have read (at least) two basic texts on the nature and
development of HRM and be familiar with key issues involved in operational HR
practice and policy.

Recommended textbooks include for TERM 2, weeks 1-6:

Pilbeam and Corbridge, 2010, People Resourcing and Talent Management,
Harlow FT Prentice Hall. OR, Rees G. and French R. (eds) 2016, Leading
Managing and Developing People, London, CIPD.

Arnold J, etal, 2005, 4th ed. Work Psychology: Understanding Human

Behaviour In The Workplace, Harlow : Financial Times Prentice Hall. (Please
note there is a 2010 edition, but with very limited availability in the library.)

*Hall D, Pilbeam S and Corbridge M, 2013, Contemporary Themes in Strategic

People Management, Prentice Hall, Palgrave Macmillan, Basingstoke. (On last
check six copies were available)

-------------------------------------------------------------------------------------------------
-------------------

Recommended textbooks include for TERM 2, weeks 7-12:

1/ Buckley, R. & Caple, J. (2009) The Theory and Practice of Training, London:
Kogan Page. (Revised 6th edition)

2/ Pedler, M & Abbott, C (2013) Facilitating Action Learning: A Practitioners Guide OU

Press, McGraw-Hill House

Others include:
Boshyk, Y. 2000. Business Driven Action Learning: Global Best Practices. Basingstoke,
UK: Macmillan

Bourner, T (2011) Self managed action learning , in M Pedler (ed) Action Learning in
th
Practice 4 edn. Franham: Gower, pp 113-24

Harrison, R. (2009) Learning and Development, London: CIPD (5th edition)

Pedler, M.,Burgoyne, J and Brook, C (2005) What has action learning learned to become?
Action Learning: Research and Practice, 2(1) 49-68.

Revans, R W (2011) ABC of Action Learning. Farnham: Gower.

Please do NOT endeavour to buy all these texts. They are offered as
choices for your consideration and the course team with offer specific
guidance as the unit begins.
Additional Reading:
Generalist and specialist textbooks: Additional reading should be selected from the
following supplementary list. Using the bibliographies in the texts can identify further
material.

As noted before, please do NOT endeavour to buy all these texts. They
are offered as choices for your consideration

Armstrong, M and Baron, A. (2004) Managing Performance: performance management in

action. CIPD.

Armstrong, M and Baron, A. (2002) Strategic HRM the key to improved business
performance. CIPD.

Armstrong, M. (2005) Employee Reward. CIPD.

Armstrong, M. (2006) A Handbook of Personnel Management Practice. Kogan Page.

Armstrong, M. and Brown, D. (2001) New dimensions in pay management. CIPD.

Armstrong, M. and Stephens, T. (2005) Employee reward management and practice.

Kogan Page.

Bach, S and Sissons, K. (2000) Personnel Management a comprehensive guide to

theory and practice. Blackwell.

Beardwell, I., Holden, L. and Claydon, T. (2007) HRM - a contemporary approach.

Pearsons.

Blanchard, P.N. & Thacker, J.W., 2004, Effective Training: Systems, Strategies and
Practices, New Jersey: Pearson Prentice Hall

Boxall, P. and Purcell, J. (2007) Strategy and HRM. Palgrave.

Bratton, J. and Gold, J. (2007) HRM Theory and Practice. Palgrave.

Brown, D. (2001) Reward strategies. CIPD.

Buckley, R. & Caple, J., 2007, The Theory and Practice of Training, 5th Ed, Kogan Page,
London

Clutterbuck, D. (2003) Managing work-life balance. CIPD.

Daniels, K. (2008) Employment law: an introduction for HR and business students.

CIPD.
Evans, A. and Walters, M. (2002) From Absence to Attendance. CIPD.

Gibb S, 2002, Learning and Development; Processes, Practices and Perspectives at

Work, Basingstoke: Macmillan Education

Hall, L. and Torrington, D. (1998) The Human Resource Function. FT Pitman Publishing.
Holbeche, L. (2001) Aligning HR and business strategy. Butterworth Heinemann.

Hollyforde, S. and Whiddet, S. (2002) The motivation handbook. CIPD.

Homan, G. and Thorpe, R. (2000) Strategic Reward Systems. FT Pitman Publishing.

Jackson, T. (2001) Handling Discipline. CIPD.

Johnson, M. (2004) The new rules of engagement: life-work balance and employee
commitment. CIPD.

Kandola, R. and Fullerton, J. (1998) Diversity in Action - Managing the mosaic. CIPD.

Leary-Joyce, J. (2004) How to become the employer of choice. CIPD.

Legge, K. (2005) HRM Rhetorics and Realities. Palgrave MacMillan.

Leighton, P. and Proctor, G (2001) Recruiting within the law. CIPD.

Leopold, J. (2001) Human Resources in Organisations. FT Prentice Hall.

Leopold, J., Harris, L. and Watson, T. (2005) The Strategic Managing of HR. FT Prentice
Hall.

Lewis, D. and Sargeant, M. (2007) Essentials of employment law. CIPD.

Macdonald, L. (2005) Wellness at Work. CIPD.

Marchington, M. and Wilkinson, A. (2008) Human Resource Management at Work.

CIPD.

Mooney, P (2001) Turbo-charging the HR Function. CIPD.

Morton, C., Newell, A. and Sparkes, J. (2001) Leading HR. CIPD.

Newell, H. and Scarborough, H. (2002) HRM in context a case study approach.

Palgrave.

Newell, S. (2002) Creating the Healthy Organization. Thomson Learning.

Perkins, S. and White, G. (2008) Employee Reward. CIPD

Rayner, C. and Adam-Smith, D. (2005) Managing and Leading People. CIPD.

Redman, T. and Wilkinson, A. (2006) Contemporary Human Resource Management. FT

Prentice Hall.

Reed, A. (2001) Innovation in HRM. CIPD.

Rees, G. and Smith, P.E. (Eds) (2014) Strategic Human Resource Management: an
International Perspective, Sage Publications, London.

Roberts, G. (2005) Recruitment and Selection. CIPD.

Roberts, G. (1997) Recruitment and Selection A Competency Approach. CIPD.

Robinson, I. (2006) HRM in organisations. CIPD.

Rose, M. (2001) Recognising Performance: non cash rewards. CIPD

Scrimshaw, A. (2001) Pensions. CIPD.

Sissons, K. and Storey, J. (2000) The realities of HRM. OU Press.

Sparrow, P. and Marchington, M. (1998) Human Resource Management the new

agenda. FT Pitman Publishing.

Stredwick, J. and Ellis, S. (2004) Flexible Working. CIPD.

Taylor, S. (2002) The Employee Retention Handbook. CIPD.

Taylor, S. (2008) People Resourcing. CIPD.

Toplis, J., Dulewicz, V. and Fletcher, C. (2004) Psychological Testing: a managers

guide. CIPD.

Torrington, D., Hall, L. and Taylor, S. (2008) Human Resource Management. Prentice
Hall.

Turner, P. (2002) HR forecasting and planning. CIPD.

White, G. and Drucker, J. (2000) Reward Management a critical text. Routledge.

Williams, M. (2000) The war for talent. CIPD.

Wright, A. (2004) Reward management in context. CIPD.

JOURNALS (both terms)

Action Learning: Research and
Practice Human Resource
Management Journal Personnel
Review
International Journal of HRM
Asia Pacific Journal of Human Resource
Management Journal of Management Studies
British Journal of Industrial
Relations Industrial Relations
Journal
British Journal of
Management People
Management; Personnel
Today.

There are many more relevant journals on the Librarys electronic journal database.
Managing Human Resources (MHRM specialist) 2016-17
General assessment guidelines:

Assessment ONE is worth 30% and assessment TWO is worth 70% of the overall
unit mark, and you are required to achieve 40% or more overall to pass this unit.

Term TWO (2) Assessment ONE (A1) focus:

In assessment one (A1) you are required to produce an individual report, basically in
subdivided essay format, of 2000 words maximum. You are required to list the total word
count and you must not exceed the word-count which must be stated on the contents page
(for your information, any bibliography/diagrams will not be included in the word
count).Your work should provide an evaluation of relevant Human Resource Management
(HRM) issues drawn from the session each relevant week.

Specifically, each week starting at week three to and including week eight, you are
required to reflect on some key learning points you have personally found informative and,
learning valuable from EACH WEEK of the delivery. This is NOT a group-work exercise.

So, for example, from week three you reflect on the material from WEEK 3, not another
week. If your personal reflections do not clearly relate to your learning from the week
concerned, that week will be disregarded from marking! Simply referring to the
lecture materials will increase the likelihood of getting no marks for that week.

Due to the word constraints, it is recommended you do NOT attempt to list a large number
of points but confine your comments to the highest interest elements. While there is no
right or wrong amount of text it is suggested you start with around half to (maximum) one
side of A4 per weekly reflection. You can reflect on the lecture specifically or possibly an
overall reflection of your learning on that subject.

PLEASE NOTE A SIMPLE REGURGITATION OF A LECTURE POINTS MUST BE

AVOIDED. IF YOU DO THIS IT IS LIKELY YOU WILL FAIL ASSESSMENT ONE OR
EVEN THE UNIT. THE SUBMISSION IS PAPER BASED NOT ONLINE.

Particular emphasis will be given to the evaluation of the links between theory and
practice. Students will be expected to demonstrate good standards of scholarship (and
where appropriate, secondary research).

To recap, this assessment is an individual reflective report, broadly in subdivided essay

format, of 2000 words maximum excluding references/tables/figures. You are required to
list the total word count, and you must not exceed the word-count which must be stated on
the contents page. Failure to adhere to the requirement may well lead to a loss of marks
due to poor scholarly practice. If unsure, please ask for guidance.

As before, if you are in any doubt about these details seek the advice the module lecturing
team who will be glad to clarify where appropriate. Specific details will be given out in
during the relevant elements of the programme.

Assessment 1, ONLINE Submission by Friday 10th March 2017.

Term TWO (2) Assessment TWO (A2) focus:

In term 2, your second assessment consists of an individual reflective report which is

broadly speaking in essay format via ONLINE Turnitin handin.

Briefly, your task is to summarize the key theoretical learning points from both taught
sessions and self-directed learning activities, in the form of a report with a maximum of
3000 words. A bibliography must be attached to the summary (for your information, the
bibliography will not count as part of the word-count).

The underlying context for assessment 2 is both taught elements and self-directed
research.

Your MHR (A2) specialist assignment is a concise secondary research based enquiry
and throughout the process of investigation and writing up you are expected to:

demonstrate a reasonable business awareness in terms of relationships between

an HR Department and managerial colleagues
consider how your reflections may realistically add-value to the effective resourcing
of an organisation
locate your enquiry within the context of contemporary HR literature
where appropriate make realistic recommendations for personal and/or
managerial/leadership change
provide evidence of personal and/or group applicable managerial practice.

You can critically examine the effectiveness some, but not all, the HRM (taught) related
issues and possibly in relation to an organisation with which you are familiar with. Your
aim may include recommendations for improvements in personal and/or managerial
effectiveness in relation to the three primary points noted below.

Specifically, in your assignment, you are asked to produce an evaluative report which
addresses the following points:

1. What is meant by the term, Total Reward? What theories of Reward underpin
managerial practice as an approach to levering organisational effectiveness?
2. Drawing on your experience, and on relevant literature, how would you facilitate and
evaluate human performance in a business context?
3. Using examples drawn from recent sources/accounts of absence management
practice, describe some of the management of absence processes, and the
impact of their use on individuals and organisations.

Assessment 2 evaluative report ONLINE hand-in date: Friday 31 March 2017.

Total assessment value for assessment one (A1) and assessment two (A2) is worth 100%
of the overall unit mark.
 Your first artefact will be assessed as shown in Appendix 1.

Your second artefact will be assessed as shown in Appendix 2.

Your work overall will be assessed in accordance with the University

assessment criteria for masters level students as shown in Appendix 3.

General assessment detail: TERMS ONE and TWO.

When producing your assessments, an awareness of the following assessment /
marking keywords may be useful, and could include:

Content CLARITY
Topic FOCUS
Enquiry and evaluation JUSTIFICATION
Assignment STRUCTURE
HARVARD STYLE REFERENCES

You can ask for reasonable limited feedback in-person outside the lectures, but the
teaching team will not offer one to one feedback within the two weeks before the
submission date. However, the open workshop session in the final weeks of each
semester which allows for any last minute questions to be asked.

Text must be presented in line and a half (1 ) spaced format. The word count does not
include the bibliography wording. Page numbers are required. A word count is required.
The formal HARVARD referencing system MUST be used. Citation references must also
be included in full. Simply put, all author sources MUST be suitably acknowledged.

Literature: Your paper should make good use of available literature. You should draw
upon a variety of sources, including textbooks, practitioner journals, news and internet
sources and particularly contemporary scholarly journals. In all cases however you are
encouraged to approach this material from a productively critical perspective i.e. examine
the evidence for assumptions that are made (and try to identify any vested interests that
may inform them), evaluate the methods used to collect data, consider the plausibility of
the concepts and theories being used, determine whether conclusions really do follow from
preceding argument/evidence.

Use the literature to examine the nature of the issues(s) you are investigating. For
example you should consider how have others treated it, are there differences in
perspective, which approach appears most plausible and why? Through this you may
raise specific questions you feel need to be addressed. For example this may be because
they point towards ambiguity in theory, they are particularly relevant to your work,
experience or both. In this way you can give your paper a clear focus and make an explicit
connection between theory and practice. The nature of the connection may vary: you
might find that your own experience resonates with one particular theoretical perspective
but not another; alternatively your experience might cause you to question the theory that
is available. In the latter case you could either suggest how theory might be
modified/developed or you could try to explain why your experience deviates.
Research: Your research should be based on data that has been collected by others
(secondary data. i.e. journal articles). A primary research is not valid for this unit.

Where you use your own pre-existing data, it is essential you consider all the issues of
good research practice. It is important you work towards a position where you can actively
demonstrate that you understand the primary module issues e.g. incorporating
Strategy/HRM and Internationalisation. Therefore, make sure that the research clearly and
explicitly related to the issue(s) you are exploring. Though it may sound straightforward,
this is not in fact as easy as it sounds.

Conclusions: Your conclusions should pull together the issues of theory and practice.
Ask yourself the following questions: Does your research confirm or challenge the
literature in the area of investigation? What are the implications of your results for a)
theory and the knowledge of the issue(s); b) professional practice? If appropriate you can
also add recommendations for your own organisation or the profession. Make sure that
any recommendations are actually derived from or backed up by your investigation and
not just tacked on to the end.

References: As described earlier in this document, the formal HARVARD referencing

system MUST be used. Citation references must also be included in full. Simply put, all
author sources MUST be suitably acknowledged. Failure to accurately and correctly
reference your work may result in the loss of 10% of you mark. Guidance can be found on
the Universitys web pages. It is recommended that you visit the web address:

http://www.port.ac.uk/departments/studentsupport/library/supportandadvice/Informationstudyskillss
upportmaterial/harvardapaformat/

The following may also be of use

http://www.port.ac.uk/departments/studentsupport/library/supportandadvice/subjectlibrarians/roisin
gwyer/referencing/
and / or

The Academic Skills Unit: http://www.port.ac.uk/departments/studentsupport/ask/

FEEDBACK: We work to the University's target of providing feedback within

twenty working days of the hand-in date, although inputting marks into the
system may take a little longer in some cases. If significant delays are
expected, we will of course keep you informed.

Specific and general feedback comments on each assignment will be included

with your returned work.
Plagiarism (a.k.a, Cheating):
It must be stressed that the work produced must be individual in nature and not a group
related effort. If you are in any doubt about these details, seek the advice of a member of
the module lecturing team who will be glad to clarify where appropriate.
 The University defines plagiarism as the passing off someone elses work (intentionally
or unintentionally) as your own work in material that is submitted for assessment. This can
include:
Submitting and assignment prepared by someone else and presented as your own
work (collusion)
Copying or paraphrasing without appropriate acknowledgement and not in
accordance with the Universitys agreed referencing conventions
Purchase of an essay or paper whether pre-written, specially prepared
Submission of an essay or paper written by someone else
Duplication of the same piece of work for more than one course
Submission of another students work with or without that students knowledge or
consent.
[University Plagiarism Working Group, 2005]

Failure to adhere to the above guidelines could result in substantially reduced

overall marks and formal investigation in accordance with the University Policy.

Reminder: In order to prevent enquiry duplication, queries on the assessment will

be dealt with via the unit Moodle information board only.

Please note, if you miss any final assessment in a unit and you do not have a valid
extenuating circumstance form (ECF) to cover this, then you cannot have a second
attempt assessment in that assessment, nor can you be compensated in the unit if you
happen to fail it. The final assessment is the final assessment chronologically in the
academic year (often this is an examination, but not always). Put simply, this means in
effect you will not be able to progress to the final award should you do fail to submit or
attend for the final assessment in a unit. The Course Leader will be happy to discuss any
issues arising.
 Appendix 1: U23580 Managing Human Resources, 2016-17 Assessment ONE (A1)

Student number:
Marker: Verifier (if applicable): Date:

Your first term paper (A1) will be assessed as follows: A1 weighting: 30 % of total unit mark
Quality of the relevant weekly personal evaluation and discussion
(6 weeks at 15/100%, and up to 10% for good scholarly practice.
Inclusion of indicative relevant literature and theory
Conclusion, (where appropriate).

Presentational standard, adherence to guidelines, references (where appropriate),

Dear Student,
The self-reflection work achieved the grade below because

A1: Total % mark:

Please note the visual layout of this page may change due to the length of comments made.

Your term work will be assessed in accordance with the University-wide Grading Criteria shown in
Appendix 3 at the end of this handbook. Total assessment value for assessment one (A1) and
assessment two (A2) combined is worth 100% of the overall unit mark.
 Managing Human Resources (Specialism) 2016-
A1: Scholarship Feedback:
2017. (shaded box will indicate the relevant mark range)

F 40-49% 50-59% 60-69% 70%+

Guidance and help Some evidence Independence in Ability to plan,
needed in planning of planning and carry out and
and carrying out independence carrying out evaluate own
Independence
work. in planning and work. work without
carrying out guidance.
work.
Style and Generally Flow, style, Style and
presentation restricts coherent. presentation, credibility -
Style
audience. consistency and clarity and
credibility. conciseness.
Assignment Main aspects Accurate Ability to
brief/question addressed and comprehensive generalise and
Comprehension
addressed but not covered. coverage. hypothesise.
developed.
Limited reading. Mainstream New, unusual or Wide and
texts used and imaginative original reading.
Reading
lecture notes texts/sources. Criticism of
(including
citations. opinions and
Referencing)
arguments found
in literature.
Limited capability in Generally Ability to Critiques
research methods. accurate in exercise research
Research research research techniques.
methods and techniques.
content.
Personalised and/or Some evidence Ability to inter- Independent
generalised of arguments relate concepts thought. Flair,
assertions of the being and ideas. originality in
Criticality basic arguments, not developed. style, a personal
necessarily supported response.
by evidence. Surprise for
others.
Limited ability to Attempts to Able to relate Original insights
balance or relate relate and theory to and/or synthesis
Analysis
theory and practice. balance theory practice. of theory and
and practice. practice.
Main aspects covered Technically Able to make Lateral, creative
in uncritical competent in connections with and
acceptance of popular academic wider issues. sophisticated
or current ideas or conventions. Sense of connections with
rhetoric. controversy or other ideas and
Synthesis
disagreement. disciplines.
Appreciation of Reflection on
moral and moral and
ethical ethical
considerations. considerations.

Update 2016
Appendix 2: U23580 Managing Human Resources, 2016-17 Assessment TWO (A2)

ASSIGNMENT 2 FEEDBACK. PLEASE NOTE FOR TECHNICAL REASONS THE

ONLINE FORM VERSION WILL NOT BE IDENTACLE.
Issue Date:
Weighting A2: 70% (of total unit mark)
1. Learning Outcomes: Learning Outcomes - On successful completion of this unit, students should
be able to understand, analyse and critically evaluate:
1 Suggest and evaluate training and development strategies to effect self &
organisational change and development.
2 Make informed judgements about the integration of HRM/HRD activities within
the broader HRM and business context
3 Act ethically and professionally with a demonstrated commitment to equality of
opportunity and diversity in the design and delivery of learning and
development and to continuous personal and professional development
4 Critically evaluate and apply a range of people resourcing techniques and
methodologies incorporating planning, acquisition, managing, rewarding and
releasing people and to contribute to the development of appropriate HR
policies, procedures and practices
2. General Skills
Outcomes or Marks
element breakdown:
3. Employability Skills
Outcomes:
Word Limit 3000
Moderated by:

General Dear Student, the work achieved the grade below because
Feedback

Grade .............................%

Marked by Name Signed.... Date ../../..

Verified by Name... Signed ..
Specific Feedback
1.1

1.2
1. Learning
Outcomes: 1.3

1.4

2.1

2.2

2. General Skills
Outcomes or Marks
element breakdown: 2.3

2.4

3.1

3. Employability
Skills Advice:

3.2

4. PDP Advice:
 Managing Human Resources (Specialism) 2016-
2017.
Scholarship Feedback
F 40-49% 50-59% 60-69% 70%+

Independence Achievement below the standards Guidance and help needed in Some evidence of Independence in planning and carrying Ability to plan, carry out and evaluate own
shown for 40+ planning and carrying out work. independence in planning out work. work without guidance.
and carrying out work.

Style Achievement below the standards Style and presentation restricts Generally coherent. Flow, style, presentation, consistency Style and credibility - clarity and conciseness.
shown for 40+ audience. and credibility.

Comprehension Achievement below the standards Assignment brief/question Main aspects addressed and Accurate comprehensive coverage. Ability to generalise and hypothesise.
shown for 40+ addressed but not developed. covered.

Reading (incl. Achievement below the standards Limited reading. Mainstream texts used and New, unusual or imaginative Wide and original reading. Criticism of

Referencing) shown for 40+ lecture notes citations. texts/sources. opinions and arguments found in literature.

Research Achievement below the standards Limited capability in research Generally accurate in Ability to exercise research techniques. Critiques research techniques.
shown for 40+ methods. research methods and
content.

Criticality Achievement below the standards Personalised and/or generalised Some evidence of arguments Ability to inter-relate concepts and Independent thought. Flair, originality in style,
shown for 40+ assertions of the basic arguments, being developed. ideas. a personal response. Surprise for others.
not necessarily supported by
evidence.

Analysis Achievement below the standards Limited ability to balance or relate Attempts to relate and Able to relate theory to practice. Original insights and/or synthesis of theory
shown for 40+ theory and practice. balance theory and practice. and practice.

Synthesis Main aspects covered in uncritical Technically competent in Able to make connections with wider Lateral, creative and sophisticated connections
acceptance of popular or current academic conventions. issues. Sense of controversy or with other ideas and disciplines. Reflection on
ideas or rhetoric. disagreement. Appreciation of moral moral and ethical considerations.
and ethical considerations.

Update 2016.
 Managing Human Resources (Specialism) 2016-2017.

Appendix 3.

University wide grading criteria at M (postgraduate) level

70+
As below plus:
Excellent work - able to express an original reasoned argument in a lucid
manner by reviewing & critiquing a wide range of material. Original,
critical thinking based on outstanding insight, knowledge & understanding
of material. Material contributes to current understanding & is of
potentially publishable quality in terms of presentation and content
Wide reaching research showing breadth & depth of sources

60-69
As below plus:
Clear, balanced coherent critical & rigorous analysis of the subject
matter. Detailed understanding of knowledge & theory expressed with
clarity
Extensive use of relevant & current literature to view topic in perspective,
analyse context & develop new explanations and theories

50-59
As below plus:
Detailed review and grasp of pertinent issues & a critical contextual
overview of the literature. Thorough knowledge of theory and methods &
uses this to underpin arguments and conclusions
Confidence in understanding and using literature

40-49
Demonstrates grasp of key concepts & an ability to develop & support an
argument in a predominately descriptive way with valid conclusions draw
from the research
Familiarity with key literature which is cited and presented according to
convention
Logical & clear structure, well organised with good use of language
and supporting material

< 39
FAIL Some knowledge of relevant concepts & literature but significant gaps
in understanding and/or knowledge. Little attempt at evaluation, conclusions
vague, ambiguous & not based on researched material. Limited or
Update 2016
inappropriate research. Deficits in length, structure, presentation &/or prose.

Update 2016