BD415035S Human Resourse Management Practice

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HRM Practice

Department: HRM & MarketingModule Code: BD41 5035S

Academic Year: 2010/11Semester: One


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Contents

HRM Practice .............................................................................................................11. Key Information ......................................................................................................22. Introduction to the Module ......................................................................................2

3. Intended Learning Outcomes ..................................................................................3On successful completion of this module students will be able to: .........................34. Outline Delivery ......................................................................................................34.1 Attendance Requirements ....................................................................................46. Assessment Criteria and Marking Standards ........................................................107. Assessment Offences ...........................................................................................128. Learning Resources ..............................................................................................188.1. Library ................................................................................................................189. Module Evaluation ................................................................................................1910. Module Definition Form .......................................................................................2111. Report on Last Delivery of Module ......................................................................23

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1. Key Information

Module/Unit title: HRM Practice

Module Leader: Name Andy CollinsCampus Cambridge (Coslett 116)Extension 2208Email: [email protected]

IMPORTANT MESSAGE FOR ALL STUDENTS IN 2010/11

A very important change to the Academic Regulations which governs theassessment of all modules at Anglia Ruskin and its partner institutions has beenintroduced for all students with effect from the academic year 2010/11.

Full details are in Section 5 of this module guide. Please make sure you read thissection carefully.

All modules delivered by Anglia Ruskin University at its main campuses in the UKand at partner institutions throughout the UK and overseas are governed by theAcademic Regulations. You can view these at www.anglia.ac.uk/academicregs. Aprinted extract of theAcademic Regulations , known as theAssessment Regulations ,is available for every student from your Faculty Office (all new students will havereceived a copy as part of their welcome pack).

In the unlikely event of any discrepancy between theAcademic Regulations and anyother publication, including this module guide, the Academic Regulations, as thedefinitive document, take precedence over all other publications and will be applied inall cases.

2. Introduction to the Module

The senior HR manager of the future will be concerned with the strategic issues of

organisational effectiveness in increasingly diverse and globalised markets where theimpact of HRM decisions has major ramifications for the effectiveness of theorganisation.

This module examines critically the functional approaches to and HRM activities andseeks to develop models which are applicable in the organisational context of rapidchange in a competitive environment.

The structure of the module will encourage debate not only into the elements of HRMfunctions and practice but will enable us as a learning community to examine thefuture role of HRM.

During the course of this module we will examine in depth the issues surroundingHRM as a pro-active participant in the management of the successful organisation.

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Thus the module will focus on issues such as the relationship between corporatestrategy and HRM strategy, the relationship between different functions of HRMEmployee Resourcing, Employee Reward, Learning and Development and EmployeeRelations within the UK HRM legal framework.

Whilst we will examine several and often competing models of corporate and HRMstrategy it is not with the intent of proposing a one best way of defining HRMstrategy. It is rather as an attempt to explore the underlying assumptions of humanbehaviour and HRM that are implicit in the models under examination.

In order to achieve this we will have to, identify the nature of lasting competitiveadvantage in organisations; organisational philosophies and value systems; areas oflegitimate HRM activity; managerial ideologies and the external influences on HRMand HRM in a national regional and global context.

3. Intended Learning Outcomes

On successful completion of this module students will be able to:

Critically examine the meaning of HRM vs. Personnel Managementin terms of how people are managed as part of a complexorganisation.

Demonstrate an awareness of current issues in HRM theory andpractice.

Be aware of how the different elements of HRM relate to each otherto provide a logical coherent whole.

Explore methodologies for measuring the effectiveness of HRM as avalue-added activity.

4. Outline Delivery

Session Topic Indicative Reading(Torrington, Hall &Taylor)

1. HRM in context Chapter 1

2. Strategic HRM Chapter 2

3. Resourcing the organisation Chapters 5, 7 & 8

4. Establishing a performanceculture

Chapters 11 & 13

Reading Week

5. Managing the employment

relationship

Chapters 20, 21 & 25

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6. The strategic learning process Chapters 16 & 18

7. International perspectives Chapter 4

8. Evaluating the contribution of

HRM

Chapter 33

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help yousucceed in this module. In accordance with the Student Charter, you are expected toarrive on time and take an active part in all your timetabled classes. If you areunable to attend a class for a valid reason (eg: illness), please contact your Module

Tutor.

Anglia Ruskin will closely monitor the attendance of all students and will contact youby e-mail if you have been absent without notice for two weeks. Continued absencecan result in the termination of your registration as you will be considered to havewithdrawn from your studies.

International students who are non-EEA nationals and in possession of entryclearance/leave to remain as a student (student visa) are required to bein regular attendance at Anglia Ruskin. Failure to do so is considered tobe a breach of national immigration regulations. Anglia Ruskin, like all BritishUniversities, is statutorily obliged to inform the Border and Immigration Agency of theHome Office of significant unauthorised absences by any student visa holders.

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5. Assessment

IMPORTANT CHANGE TO ACADEMIC REGULATIONS IN 2010/11

PLEASE READ CAREFULLY

For all modules delivered from July 2010 onwards, the following regulations apply inall locations and to all students. The important change to the assessment process(ie: different from previous academic years) is highlighted in point (d) below:

a) You must undertake all assessment tasks which form part of the module (eg:submit all coursework assignments by the appropriate deadline and/or attendall presentations/examinations on the appropriate date etc.).

b) If there is a valid reason for you not being able to complete any assessed work,you must either seek an extension from your Student Adviser or submit a claim

for mitigation (seewww.anglia.ac.uk/mitigationfor more information).

c) If you undertake all assessment tasks which form part of the module but you donot pass the module, you will be allowed one further attempt to undertake someor all of the assessment tasks (ie: resit) in order to pass the module.

d) If you do not undertake one or more of the required assessment tasks whichform part of the module (eg: you simply do not attend an examination or do notsubmit a coursework assignment on time etc.) AND this is not explained by asuccessful claim for mitigation, you will NOT be allowed any further attempt atassessment in the module and are deemed to have failed the modulecompletely.

The assessment for this module takes the form of a 4,000-word assignment . Thisassignment has two purposes, one as a mechanism for individual learning where theindividual has to argue in depth the case for the views they are expressing.Secondly, as a demonstration of understanding and learning in terms of the modulecontent, the specific learning outcomes identified and the ability to sustain high levelconceptual argument.The assignment marking criteria reflect the level of work undertaken as apostgraduate and are concerned to reflect both breadth and depth of conceptualargument. This in turn reflects the notions of the postgraduate in terms of developing

independent critical thinking, self-reflection, insight, and the development ofprofessional practice.

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ASSIGNMENT INSTRUCTIONS

Module Title: Human Resource Management Practice

Module Code: BD415035S Level: 4

Academic Year: 2010/11 Semester: One

Module Leader: A. Collins

Instructions: Answer the following question.Word Limit: 4000 words

Written assignments must not exceed the specified maximum number ofwords. All assignments which do so will be penalised. The penalty will be thededuction of 10% of the maximum marks available (i.e. 10%). Assignments willnot be accepted without a word count on the cover sheet.

Submission Date: This assignment must be received by no later than 5pm on

Work submitted after this date will receive a mark of 0 unless an extension hasbeen approved in advance of this deadline.

Requests for short-term extensions will only be considered in the case ofillness or other cause considered valid by the Student Adviser. These mustnormally be received and agreed by Student Adviser in writing at least twentyfour hours prior to the deadline.

Please refer to the Academic Regulations or your Student Handbook for fulldetails.

Further details: This assignment must be completed individually.

This assignment must be attached to a completed UniversityAssignment Cover Sheet and accompanied by a completedUniversity Assignment Receipt before submission.

Any attachments (such as computer discs) must be markedwith your SID number(s) and securely attached to yourassignment before submission.

Students who fail the written assignment will be asked toimprove their original assignment.

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Assignment Question:

Answer one question

Either;

Consider an organisation that you are familiar with, & with reference toassociated theory & practice, critically assess the approach that is taken tostrategic HRM. Evaluate the extent to which that approach has contributed toorganisational effectiveness.

Or;

Using associated theories & concepts in this field, evaluate key ways in whichan organisation can ensure that people management practices are strategicallyaligned. How might the extent of this alignment be assessed?

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All coursework assignments and other forms of assessment must be submitted bythe published deadline which is detailed above. It is your responsibility to know whenwork is due to be submitted ignorance of the deadline date will not be accepted asa reason for late or non-submission.

All student work which contributes to the eventual outcome of the module (ie: if itdetermines whether you will pass or fail the module and counts towards the mark youachieve for the module) is submitted via the iCentre using the formal submissionsheet. Academic staff CANNOT accept work directly from you.

If you decide to submit your work to the iCentre by post, it must arrive by midday onthe due date. If you elect to post your work, you do so at your own risk and you mustensure that sufficient time is provided for your work to arrive at the iCentre. Postingyour work the day before a deadline, albeit by first class post, is extremely risky andnot advised.

Any late work (submitted in person or by post) will NOT be accepted and a mark of

zero will be awarded for the assessment task in question.

You are requested to keep a copy of your work.

Feedback

You are entitled to written feedback on your performance for all your assessed work.For all assessment tasks which are not examinations, this is provided by a memberof academic staff completing the assignment coversheet on which your mark andfeedback will relate to the achievement of the modules intended learning outcomesand the assessment criteria you were given for the task when it was first issued.

Examination scripts are retained by Anglia Ruskin and are not returned to students.However, you are entitled to feedback on your performance in an examination andmay request a meeting with the Module Leader or Tutor to see your examinationscript and to discuss your performance.

Anglia Ruskin is committed to providing you with feedback on all assessed workwithin 20 working days of the submission deadline or the date of an examination.This is extended to 30 days for feedback for a Major Project module (please note thatworking days excludes those days when Anglia Ruskin University is officially closed;eg: between Christmas and New Year). Personal tutors will offer to read feedbackfrom several modules and help you to address any common themes that may be

emerging.

At the main Anglia Ruskin University campuses, each Faculty will publish details ofthe arrangement for the return of your assessed work (eg: a marked essay or casestudy etc.). Any work which is not collected by you from the Faculty within thistimeframe is returned to the iCentres from where you can subsequently collect it.The iCentres retain student work for a specified period prior to its disposal.

To assure ourselves that our marking processes are comparable with otheruniversities in the UK, Anglia Ruskin provides samples of student assessed work toexternal examiners as a routine part of our marking processes. External examinersare experienced academic staff from other universities who scrutinise your work andprovide Anglia Ruskin academic staff with feedback and advice. Many of AngliaRuskins staff act as external examiners at other universities.

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6. Assessment Criteria and Marking Standards

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

LEVEL 4

GenericLearning

Outcomes

(AcademicRegulations, Section 2)

Assessment criteria by levelMarking standards (by mark band)

70%+ 60-69% 50-59% 40-49% 30-39% 1-29%

Characteristics of studentachievement per mark band

Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study

Achievesmoduleoutcome/srelated to thisGLO at thisLevel of Study

Achieves moduleoutcome/s relatedto this GLO at thisLevel of Study

Achieves amarginal pass inthe moduleoutcome/srelated to thisGLO at this

Level of Study

Fails marginallyto achievemoduleoutcome/srelated to thisGLO

Fails to achievemoduleoutcome/srelated to thisGLO

KnowledgeandUnderstanding

Level 4 (FHEQ level 7) is characterised by anexpectation of students expertise in theirspecialism. Students are semi-autonomous,demonstrating independence in the negotiation ofassessment tasks (including the major project)and the ability to evaluate, challenge, modify anddevelop theory and practice. Students areexpected to demonstrate an ability to isolate andfocus on the significant features of problems andto offer synthetic and coherent solutions, withsome students producing original or innovativework in their specialism that is worthy o fpublication or public performance or display.

DISTINCTIONAs MERIT butshowingindependence ofthought, a highlevel of intellectualrigour andconsistency.

MERITGood analysis ofkey issues/Concepts/ethics.Development ofconceptualstructures andargumentmakingconsistent use ofscholarlyconventions.

PASSSatisfactoryknowledge of keyissues/ concepts/ethics in discipline.Descriptive inparts but someability tosynthesisescholarship andargument. Minorlapses in use ofscholarlyconventions

PASSBasic knowledgeof key issues/concepts/ethics indiscipline.Largelydescriptive, withrestrictedsynthesis ofexistingscholarship andlittle argument.Use of scholarlyconventionsinconsistent.

Limitedinformation base,understanding orresearch skills indiscipline.

Inadequateinformation base.Lack ofunderstanding ofkey issues and/orresearch skills indiscipline.

Intellectual(thinking),Practic

al,

AffectiveandTransferableSk

ills

Level 4 (FHEQ level 7) is characterised by anexpectation of students expertise in theirspecialism. Students are semi-autonomous,demonstrating independence in the negotiation ofassessment tasks (including the major project)

and the ability to evaluate, challenge, modify anddevelop theory and practice. Students areexpected to demonstrate an ability to isolate andfocus on the significant features of problems andto offer synthetic and coherent solutions, withsome students producing original or innovativework in their specialism that is worthy o fpublication or public performance or display.

DISTINCTIONAs MERIT butexcellent researchskills, independ-ence of thought, a

high level ofintellectual rigourand consistency,excellent express-ive/professionalskills, and consid-erable creativityand originality.Excellent acad-emic/intellectualskills, and consid-erable creativityand originality

MERITGood analysis ofkey issues/Concepts/ethics.Development of

conceptualstructures andargument,makingconsistent use ofscholarlyconventions.

PASSSatisfactoryknowledge of keyissues/ concepts/ethics in discipline.

Descriptive inparts but someability tosynthesisescholarship andargument. Minorlapses in use ofscholarlyconventions

PASSBasic knowledgeof key issues/concepts/ethics in

discipline.Largelydescriptive, withrestrictedsynthesis ofexistingscholarship andlittle argument.Use of scholarlyconventionsinconsistent.

Limited researchskills impede useof learningresources andproblem solving.

Major problemswith structure/accuracy inexpression.Team/Practical/professionalskills not yetsecure. Weakacademic/intellectual skills.Inconsistent useof scholarlyconventions

Inadequateresearch skillsprevent use oflearningresources and

problem solving.Major problemswith structure/accuracy inexpression. Veryweak academic/intellectual skills.Ignorance ofscholarlyconventions Veryweak team/practical /prof-essional skills

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A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learningoutcomes

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7. Assessment Offences

You are reminded that any work that you submit must be your own. All suspectedassessment offences will be investigated and can result in severe penalties. Please

note that it is your responsibility to consult the relevant sections of the AcademicRegulations (section 10 see www.anglia.ac.uk/academicregs) and the StudentHandbook.

When you are preparing your work for submission, it is important that you understandthe various academic conventions that you are expected to follow in order to makesure that you do not leave yourself open to accusations of plagiarism (eg: the correctuse of referencing, citations, footnotes etc.) and that your work maintains itsacademic integrity.

Plagiarism is theft and constitutes the presentation of anothers work as your own inorder to gain an unfair advantage. You will receive advice and guidance on how to

avoid plagiarism and other elements of poor academic practice during the earlystages of your studies at Anglia Ruskin.

Guidance on being honest in your work

Introduction

Being honest in your work is at the heart of studying and working at university. To behonest in your work you must acknowledge the ideas and work of others you use,and you must not try to get an advantage over others by being dishonest. It isimportant that you understand what it means to be honest in your work. Althoughthere is general agreement within the UK academic community about the types ofactivity that are unacceptable, this does vary slightly between institutions, and maybe different from where you studied before.We have developed this guidance to help you understand what it means to be honestin your work, and what you should do to make sure that you are handing in work thatmeets our expectations. This means we can make sure that we can maintain reliablestandards for our academic awards, and students continue to enjoy studying foracademic qualifications that have a good reputation. In this guidance we will:

clearly define what being honest in your work and good practice mean, andhow you can achieve this;

define assessment offences, including plagiarism, cheating and collusion;

identify the resources, help and advice available to help you learn theacademic skills you need to avoid committing assessment offences;

explain how we expect you to behave; and

describe what happens if we think you have committed an assessmentoffence.

Being honest in your work and good practice

You can show good practice when you do your work independently, honestly and in aproper academic style, using good referencing and acknowledging all of yoursources.

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To show good academic practice you must:

show you understand the literature; use research from academics and others in your area of study; discuss and evaluate ideas and theories; develop your own independent evaluation of academic issues; and develop your own arguments.

To support your own good practice you will need to develop your:

skills at studying and getting information (for example, reading, taking notes,research and so on); skills in looking at an argument and making your own evaluation (for example,having a balanced opinion, using reasoning and argument); writing skills for essays, reports, dissertations and so on; referencing skills (how you include your sources of information in your work);and

exam techniques (for example, revising and timing).

Achieving good practice is not as complicated as it may appear. You need to do thefollowing.

Know the rules. Make sure you reference all of your information sources. Poor practice ordishonesty in your work (such as plagiarism, cheating, fraud and so on) can be aresult of you not knowing what you are allowed to do. Develop your own style. Sometimes students include too much original textfrom the work of others, as they believe that they cannot put it any better.Although you should try to express ideas in your own words, quoting or summing

up ideas from academic sources is fine, as long as you say where you havetaken this from. You must also reference other peoples performances or art inyour own work. It fine to use other peoples performances and art, but you mustbe completely clear about why you are using that work, and make sure it isobvious that it isnt your own.

Definitions of assessment offences

Plagiarism

Plagiarism is when you present someone elses work, words, images, ideas, opinions

or discoveries, whether published or not, as your own. It is also when you take theartwork, images or computer-generated work of others, without properlyacknowledging where this is from or you do this without their permission.

You can commit plagiarism in examinations, but is most likely to happen incoursework, assignments, portfolios, essays, dissertations and so on.

Examples of plagiarism include:

directly copying from written work, physical work, performances, recordedwork or images, without saying where this is from;

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using information from the internet or electronic media (such as DVDs andCDs) which belongs to someone else, and presenting it as your own;

rewording someone elses work, without referencing them; and

handing in something for assessment which has been produced by anotherstudent or person.

It is important that you do not plagiarise intentionally or unintentionally becausethe work of others and their ideas are their own. There are benefits to producingoriginal ideas in terms of awards, prizes, qualifications, reputation and so on. To usesomeone elses work, words, images, ideas or discoveries is a form of theft.

Collusion

Collusion is similar to plagiarism as it is an attempt to present anothers work as yourown. In plagiarism the original owner of the work is not aware you are using it, incollusion two or more people may be involved in trying to produce one piece of workto benefit one individual, or plagiarising another persons work.

Examples of collusion include:

agreeing with others to cheat;

getting someone else to produce part or all of your work;

copying the work of another person (with their permission);

submitting work from essay banks;

paying someone to produce work for you; and

allowing another student to copy your own work.

Many parts of university life need students to work together. Working as a team, as

directed by your tutor, and producing group work is not collusion. Collusion onlyhappens if you produce joint work to benefit of one or more person and try to deceiveanother (for example the assessor).

Cheating

Cheating is when someone aims to get unfair advantage over others.

Examples of cheating include:

taking unauthorised material into the examination room;

inventing results (including experiments, research, interviews and observations);

handing your own previously graded work back in; getting an examination paper before it is released;

behaving in a way that means other students perform poorly;

pretending to be another student; and

trying to bribe members of staff or examiners.

Help to avoid assessment offences

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Most of our students are honest and want to avoid making assessment offences. Wehave a variety of resources, advice and guidance available to help make sure youcan develop good academic skills. We will make sure that we make availableconsistent statements about what we expect in this document, and in studenthandbooks and module guides. You will be able to do tutorials on being honest inyour work from the library and other central support services and faculties, and youwill be able to test your written work for plagiarism using TurnitinUK (a softwarepackage that detects plagiarism).

You can get advice on how to honestly use the work of others in your own work fromthe library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and yourlecturer and personal tutor.

You will have an opportunity to do a formative assignment before you finish andhand in your first summative assignment. A formative assignment is one in whichyou can talk about your work thoroughly with your tutor to make sure that you areworking at the correct level for your award, and that you understand what is meant by

good practice (a summative assignment counts towards the assessment for yourcourse).

You will be able to use TurnitinUK, a special software package which is used todetect plagiarism. TurnitinUK will produce a report which clearly shows if passagesin your work have been taken from somewhere else. You may talk about this withyour personal tutor to see where you may need to improve your academic practice.We will not see these formative TurnitinUK reports as assessment offences.

If you are not sure whether the way you are working meets our requirements, youshould talk to your personal tutor. They will be able to help you and tell you aboutother resources which will help you develop your academic skills.

What we expect from you

We will make sure you have the chance to practice your academic skills and avoidaccidentally breaking our Academic Regulations. On page nine of the StudentCharter (see http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf), itsays you have to be aware of the academic rules relating to your studies.

To make sure that you are aware of the rules, we expect you to agree to:

read this guidance and make sure you thoroughly understand it;

work through PILOT, the online tutorial available on our library website(http://libweb.anglia.ac.uk/pilot/), which aims to help you learn good practice andhas a useful section on plagiarism;

make sure that you are familiar with how to reference (acknowledge otherpeoples work);

correctly reference all the sources for the information you have included inyour work;

identify information you have downloaded from the internet;

never use someone elses ideas for a performance, film or TV programme,their artwork, graphics (including graphs, spreadsheets and so on andinformation from the internet) as if they are yours;

only hand in your own original work;

never use another persons work as if it were your own; and never let other students use or copy your work.

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What we will do for you

To help you avoid making assessment offences, our staff will:

make sure they are familiar with the guidance on being honest in your workand the Academic Regulations;

tell you clearly about the guidance on being honest in your work and anyguidelines on misconduct, and record the dates for future reference;

arrange library information sessions for you;

promote the resources on the library website and put links to them in moduleguides and student handbooks;

include statements on academic honesty in each module guide, making surethey are consistent throughout our university;

make you aware of the punishments for misconduct early in the course;

give you effective guidance on how you should acknowledge the information

you have used;

tell you, in writing if possible, how far you may work with other students inyour coursework;

plan procedures for assessing work in a way that reduces plagiarism,cheating and collusion;

be aware that you may have worked differently in the past and make sure thatyou are aware of good practice in the UK;

familiarise themselves with TurnitinUK and its reports; and

report all suspected misconduct using the proper disciplinary procedures.

Procedures for assessment offences

An assessment offence is the general term used to define cases where a student hastried to get unfair academic advantage in an assessment for themselves or anotherstudent.

We will aim to give you as much help as possible to avoid an assessment offence.We listed a number of possible assessment offences earlier in the document. These,and any relevant breaks of the Academic Regulations are dishonest, unacceptableand not allowed. We will fully investigate all cases of suspected assessmentoffences. If we prove that you have committed an assessment offence, we will takeaction against you using our disciplinary procedures.

For full details of what punishments you may receive for assessment offences, seethe Academic Regulations, section 10 at:www.anglia.ac.uk/academicregs

And finally

One of the main aims of university is to give you the ability to learn, haveindependent judgment, academic rigour and intellectual honesty.

You should encourage people to ask questions, to show personal and professionalhonesty, and have mutual respect.

You, university teachers and support staff are responsible for working together toachieve this aim.

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References

Adapted from Scott, M, (2000),Academic Misconduct Policy. A model for the FESector. (Copyright _ Association of Colleges 2000)

More information

Academic Regulations, section 10 (www.anglia.ac.uk/academicregs)PILOT, the online tutorial in academic practice (www.libweb.anglia.ac.uk/pilot/ )Referencing procedures (http://libweb.anglia.ac.uk/referencing/referencing.htm)RefWorks, a bibliographic management service that allows you to create a personaldatabase and collect bibliographies in a variety of styles(www.libweb.anglia.ac.uk/referencing/refworks.htm)The Student Charter(http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf)

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8. Learning Resources

8.1. Library

Reading List Template Anglia Ruskin University Library

Resources Notes

Key Text

TORRINGTON. D, HALL. J, and TAYLOR. S (2008) HumanResource Management (7th edition), Harlow: Prentice Hall.

Books

FOOT. M and HOOK. C (2008) Introducing Human ResourceManagement (5th edition): Prentice Hall

GIBB. S (2008) Human Resource Development: Process,Practices & Perspectives, Palgrave McMillan

HENDERSON.I (2008) Human Resource Management for MBAStudents, CIPD

LEOPOLD, J., HARRIS, L. and WATSON, T. (2005) The StrategicManaging of Human Resources. Harlow: Prentice Hall.

MILLMORE, M. LEWIS, P. SAUNDERS, M, THORNHILL, A. andMARROW, T. (2007) Strategic Human Resource Management.Harlow: Pearson Education.

NEEDLE, D. (2004) Business in Context. An introduction tobusiness and its environment. London: Thompson.

SISSON, K. and STOREY, J. (2003) The Realities of HumanResource Management. Managing the Employment Relationship.Maidenhead: Open University Press.

ULRICH. D and BROCKBANK. W (2005) The HR ValueProposition: Harvard Business School Press

Journals

Academy of Management JournalBusiness Ethics: A European ReviewEmployee Relations JournalHarvard Business ReviewHuman Resource Management Journal

Human Resource Management ReviewInternational Journal of Human Resource Management

.

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Labour Market Trends (incorporating Employment Gazette)Incomes Data Services StudiesInternational Journal of Selection and AssessmentIRS Employment ReviewPeople ManagementPersonnel Review

Websites

Advisory Conciliation and Arbitration Service: www.acas.org.uk

Chartered Institute for Personnel and Development: www.cipd.co.uk

Confederation of British Industry: www.cbi.org.uk

Equality and Human Rights Commission: www.equalityhumanrights.com

Government Statistical Service: www.statistics.gov.uk

Health and Safety Executive: www.hse.gov.uk

Trades Union Congress: www.tuc.org.uk

.Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm

Faculty Liaison Librarians

AIBSDiana Garfield ([email protected]) extn 3192

9. Module Evaluation

Towards the end of the delivery of this module, you will be asked to complete amodule evaluation questionnaire to help us obtain your views on all aspects of themodule.

This is an extremely important process which helps us to continue to improve thedelivery of the module in the future and to respond to issues that you bring to our

attention. The module report in section 11 of this module guide includes a sectionwhich comments on the feedback we received from other students who have studiesthis module previously.

Your questionnaire response is anonymous and you will receive a summary in e-Vision of the scores of all your modules two days after the survey closes.

The Module Evaluation process is managed on-line. More information is available at:

http://web.anglia.ac.uk/curriculum/survey_stu.phtml

Please help us to help you and other students at Anglia Ruskin by completing the

Module Evaluation process. We very much value our students views and it is veryimportant to us that you provide feedback to help us make improvements.

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http://www.acas.org.uk/http://www.cipd.co.uk/http://www.cbi.org.uk/http://www.equalityhumanrights.com/http://www.statistics.gov.uk/http://www.hse.gov.uk/http://www.tuc.org.uk/http://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/referencing/harvard.htmmailto:[email protected]:[email protected]://web.anglia.ac.uk/curriculum/survey_stu.phtmlhttp://www.acas.org.uk/http://www.cipd.co.uk/http://www.cbi.org.uk/http://www.equalityhumanrights.com/http://www.statistics.gov.uk/http://www.hse.gov.uk/http://www.tuc.org.uk/http://libweb.anglia.ac.uk/http://libweb.anglia.ac.uk/referencing/harvard.htmmailto:[email protected]:[email protected]://web.anglia.ac.uk/curriculum/survey_stu.phtml


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In addition to the Module Evaluation process, you can send any comment onanything relate to your experience at Anglia Ruskin to [email protected] at anytime.

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mailto:[email protected]:[email protected]:[email protected]


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10. Module Definition Form

1. Module Title:maximum 100 characters

Human Resource Management Practice

2a. Module Leader: 2b. Department: 2c. Faculty:

Andy Collins Human Resource Management and Marketing Ashcroft International Business School

3a. Level:see guidance notes 3b. Module Type:see guidance notes

4 Standard

4a. Credits: see guidance notes 4b. Study Hours: see guidance notes

15 150

5. Restrictions

Pre-requisites: None

Co-requisites: None

Exclusions: BD415004S HRM Strategy in a Competitive Environment

BD415007S Integrated HRM

Pathways to which this

module is restricted:

None

LEARNING, TEACHING AND ASSESSMENT INFORMATION

6a. Module Description:200 300 words

With the growth of knowledge work human resources has increased in importance for the firm, therefore, appropriate

strategies for managing these resources have become critical to gaining a competitive advantage. This requires a

through and competent understanding of the issues of Human Resource Management (HRM), its functions and

activities.

This module introduces students to the key concepts and policies underlying HRM in organisations. Thus, the module

looks at techniques, procedures and systems available to managers in order to enhance performance, to achieve

excellence and to align corporate and commercial goals. The focus of the module will be on students developing their

own views on the efficacy of the different HRM frameworks and their usefulness as tools for the development of HRM

as a source of competitive advantage through people.One of the focuses for the design of this module has been the further development of relevant employability and

professional skills. Such skills are implicit in the learning outcomes. The module will be assessed via a 4,000 word

assignment.

Multiculturalism has been considered during the design of this module and will be considered when the assessment brief

is written.

6b. Outline Content:

Human Resource Management in perspective

Issues in recruitment and selection

Performance management systems

Training and development challenges Organisational reward and incentive system

Module Code: BD415035S Version: 1 Date amended: 04.05.07

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International HRM issues

Methodologies for measuring the effectiveness of HRM

Role of Knowledge Management in organisational performance

Legal environment of Human Resource Management

Current and future issues in Human Resource Management

6c. Key Texts/Literature:

Leopold, Harris & Watson (eds) (latest edition) The Strategic Managing of Human Resources, The Financial

Times/Pitman Publishing

Ulrich & Brockbank (latest edition) The HR Value Proposition, Harvard Business School

Student module guide will provide further guidance on texts and literature

6d. Specialist Learning Resources:

7. Learning Outcomes (threshold standards):

On successful completion of this module the student will be expected to be able to:

Knowledge and

understanding

1. Critically examine the meaning of HRM vs. Personnel Management in terms of how

people are managed as part of a complex organisation;

2. Demonstrate an awareness of current issues in HRM theory and practice;

Intellectual, practical,

affective and

transferable skills

3. Be aware of how the different elements of HRM relate to each other to provide a

logical coherent whole;

4. Explore methodologies for measuring the effectiveness of HRM as a value-added

activity.

8. Learning Activities

Learning Activities HoursLearning

Outcomes

Details of duration, frequency and

other commentsLectures: 18

1-43 hour session combining lecture and seminar each

weekOther teacher managed learning: 18

Student managed learning: 114 1-4 Student directed learning.

TOTAL 150

9. Module Assessment

MethodLearning

Outcomes

% Weighting &

Fine Grade (FG)

or pass/fail (PF)

Qualifying

Mark seeguidance notes

Length/duration and other comments

Assignment 1-4 FG 100% 40

In order to pass this module, students are required to achieve an overall mark of 40%.

In addition, students are required to:

(a) achieve the qualifying mark for each element of fine graded assessment as specified above

(b) pass any pass/fail elements

OTHER TECHNICAL DETAILS

10. Delivery of the ModulePlease delete as appropriate

Delivery This module is delivered over Yes or No? Indicate which by deleting as appropriate

1 a single semester Y Semester 1 or Semester 2

6 multiple delivery patterns Y

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7 an exceptional delivery pattern Y Block delivery

11. Report on Last Delivery of Module

MODULE REPORT FORM

This form should be completed by module tutors (where there is more than one delivery) and forwardedto Module Leaders who compiles the results on to one form for use at the Programme Committee andother methods of disseminating feedback to students.

Module Code and Title: HRM Practice

Anglia Ruskin Department: HRM & Marketing

Location(s) of Delivery: Cambridge

Academic Year: 2009/10 Semester: 2

Enrolment Numbers (at each location): 18 students

Module Leader: A. Collins

Other Module Tutors:

Student Achievement Provide a brief overview of student achievement on the module as evidenced by therange of marks awarded. A detailed breakdown of marks wil l be available at the Departmental Assessment Panel.

Precise data not available, but generally good student achievement. For thesemester 2 cohort, there were four papers receiving marks in excess of 70%,and two fails.

Feedback from Students Briefly summarise student responses, including any written comments

Good feedback received from students (both formal & informal) the modulewas perceived as having a high level of interaction with a range of teachingstrategies used good use was made of class handout packs. Studentsvalued the emphasis given to assignment preparation, and feedbackprovided for draft work was seen as helpful. The overall satisfaction score forthis module in the evaluation survey was 7.5 out of 10.

11. Subject: see guidance notes N6 Industrial Relations

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Module Leader/Tutors Reflection on Delivery of the Module, including Response toFeedback from Students (including resources if appropriate)

A good delivery, and although most students were new to this field of study, ahigh level of personal motivation was evidenced. A good level of engagementwas achieved are most students took a full & active part in group sessionsGreater use of personal reading / research, together with completion of draftassignment summaries would have been beneficial.

Developments during the current year or planned for next year(if appropriate)

Currently under review in line with new CIPD Professional Standards

External Examiners Comments State whether the external examiner agreed the marks and/or commented on themodule

The examiner considered samples submitted for the module. He found themarking appropriate and the student feedback clear and helpful. Scripts wereannotated appropriately and the assessment process appears fair andconsistent. Overall in line with other institutions and this level of study. Hehas no concerns regarding this module.

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BD415035S Human Resourse Management Practice

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