EduQual Diploma in Business Management (SCQF Level 11)

Copyright © EduQual Ltd. 2016

Diploma in Human Resource Management (SCQF level 11) ASSIGNMENT TWO: RESOURCING, TALENT MANAGEMENT AND DEVELOPMENT; EMPLOYEE RELATIONS

Page 1 of 12

HRM Assignment 2 (SCQF), August 2016 Copyright © EduQual Ltd. 2015

Contents

Assessment Guidelines 2

Context 2

Confidentiality 2

Assessment Criteria and Mark Sheets 2

Tutor Guidance 2

Word Count 3

Referencing and Professionalism 3

Plagiarism and Collusion 3

Assignment Two: Resourcing, Talent Management and Development and Employee Relations 5

Task 1: Resourcing, Talent Management and Development 5

Task 1 Word Count (formal report) 5

Task 1 – Assessment Criteria and Mark Scheme 6

Task 2: Employee Relations 9

Task 2 Word Count (formal report) 9

Task 2 – Assessment Criteria and Mark Scheme 10

Assessment Criteria for All Assessments 12

Page 2 of 12

Back to Contents


Assessment Guidelines Learners of EduQual qualifications must complete the tasks given in the assignment brief approved

by EduQual. Learners are able to request assistance from tutors about completing the tasks, mark

schemes and grade descriptors. Learners are expected to adhere to policies and guidelines set out by

the centre, which includes word/page/slide count and plagiarism/collusion.

Context Learners are required to refer to the guidance notes and assignment brief in order to present an

answer that would fall within the required context.

Confidentiality Learners must seek permission and advice when using organisational/business information that

would be considered sensitive or confidential within their assignments. If the organisation’s consent

is given, and anonymity is a given requirement of the organisation, then the learner must respect

this.

Assessment Criteria and Mark Sheets The assignment brief will include the mark scheme along with grade descriptors for learners to refer

to if needed. The guidance notes before the assignment questions should be used for reference in

order to ensure that learners are equipped with the information and formats required. Learners are

requested to obtain necessary advice on assignment context, format and other supporting

information to clarify and help understand the requirements.

The assessment criteria and the mark sheets will help learners identify how and where the marks

have been allocated and allow them to structure their answers accordingly. Please note that learners

must achieve a minimum of 40% of the marks allocated for each task and that the average mark

awarded to all tasks of an assignment must be a minimum of 40% of the overall marks awarded.

Where a task requires coverage of more than one learning outcome, work submitted for each

learning outcome of the task will be assessed to ensure it is of sufficient standard (i.e. would achieve

a minimum of 40% were it to be marked on its own).

This assignment requires application of financial tools/ratios and the use of commensurate

mathematical skills. Assessors are asked to ensure that calculation methodology is accurate

wherever appropriate and responses will be penalised where this is not the case. All EduQual

External Quality Assurers will be asked to ensure, that in their standards sampling of completed,

internally assessed student work, that calculation methodology is accurate.

Tutor Guidance Learners are allowed one piece of feedback for draft answers they present. Any subject-related

questions relating to the module can also be directed to the tutor.

Page 3 of 12

Back to Contents


Word Count It is mandatory that learners adhere to the specified word count given in the assignment brief within

a margin of -/+10%. For certain tasks, the assignment brief may specify the page count depending on

the task requirement and, although a word count may not always be applicable for these, the page

count must be adhered to at all times. All tables, charts, diagrams, referencing (in-text) will be

considered a part of the assignment word count.

If the task requires learners to make a presentation, the word count will only be applicable to the

notes provided. The assignment questions may also specify the number of slides, in which case the

learners are also required to adhere to this.

Any supporting documents used to reinforce a learner’s answer need to be attached at the end of

the report as appendices. Such supplementary material will equip the examiner with the required

background knowledge on the information provided within the report. However, these will not be

considered for grading nor as part of the word/page count.

All assignments submitted with clear disregard for the stipulated page/word counts may be

discounted, and the learners may have to resubmit his/her work for assessment pending

revision/review of their work.

Referencing and Professionalism To ensure that learners follow a professional stance at all times, they must:

Use the Harvard system of referencing for all citations and references (including in-text)

Use professional, formal English in presenting their work

Refrain from writing in a first-person perspective (i.e. ‘I’, ‘We’, ‘Me’, etc. should not be used within the answer).

Learners should bear in mind that marks are awarded for professional format and presentation, and

that considerable marks can be awarded for validity and quality of referencing. Therefore,

referencing and professionalism will be assessed in every task.

Plagiarism and Collusion Plagiarism and collusion will be considered an academic offence and will be dealt with as a serious

issue.

Plagiarism can be defined as: the presentation of the work of another author without appropriate

referencing and/or attribution (leading to the false assumption that the learner is the originator of

the text).

Collusion can be defined as a circumstance in which: two or more learners present work with

distinct similarities in concept and ideas.

Page 4 of 12

Back to Contents


Learners must have access to valid plagiarism software (i.e. Turnitin) to assess ‘similarity index’

between their work and work that has been published elsewhere. This Turnitin report must be

submitted along with their final assignment scripts for reference purposes.1

Excessive referencing (i.e. where unneeded/irrelevant) will also be considered an academic offence,

which will lead to learners being penalised in marks awarded for structure and format of their work

or, in serious cases, leading to the work of learners being discounted as unfit for assessment. Such

matters will be decided by academic panel along with EduQual.

1 Note that centres must provide their learners with access to plagiarism software or else submit learners’ work for analysis

via Turnitin upon receiving learner assignment scripts. In either case, the Turnitin report must be included with the submission of any learner work for assessment.

Page 5 of 12

Back to Contents


Assignment Two: Resourcing, Talent Management and

Development and Employee Relations

Task 1: Resourcing, Talent Management and Development

This task constitutes 65% of the overall mark. 10% of the overall marks for any task must be given to

‘Structure and Format’. Marks will be deducted where calculation methodology is incorrect.

1. Identify, evaluate and assess the characteristics of changing global employment markets and

contemporary approaches to employee resourcing and talent management in selected

markets and organisations. Explain and evaluate the professional HR functions.

RTMD: LO 1 (pcs 1.1, 1.2) LO 2 (pc 2.1-3) LO3 (pc 3.1)

2. Evaluate theories and practice in learning and talent development. For a selected organisation,

analyse the context of its employee resourcing and design, implement and evaluate strategies

for learning and talent development.

RTMD: LO4 (pc 4.1-2) LO5 (pc 5.1-2)

Task 1 Word Count (formal report) 4000 words maximum.

Page 6 of 12

Back to Contents


Task 1 – Assessment Criteria and Mark Scheme Assessment Criteria Marks

allocated Comments Mark

Given

Identify, evaluate and assess the

characteristics of changing global

employment markets and

contemporary approaches to employee

resourcing and talent management in

selected markets and organisations.

Explain and evaluate the professional

HR functions.

1.1 Evaluate the contextual and environmental themes and trends relevant to employee resourcing and talent management

1.2 Evaluate the strategic significance of employee resourcing and talent management

RTMD LO 1 (pc 1.1-2)

3.1 Explain and evaluate the professional HR functions

RTMD LO 3 (pc 3.1)

2.1 Evaluate the ways in which employment markets vary and the implications for organizations

80

-Evaluation of the impact of globalisation, internationalisation, privatization, ecological and environmental issues, technological innovation, customer expectations, competition, demographic trends, corporate social responsibility, social change and attitudes to work.

-The process of corporate HR strategy development and implementation, planned and emergent strategies, different organisational contexts including public, private and not-for-profit sectors, international organisations, small and medium sized enterprises and the implications for people as contributors to the realisation of corporate goals and strategies; the contribution of employee resourcing and talent management in creating, sustaining and developing partnerships with internal and external stakeholders and managing expectations.

-Recruitment, selection, induction, retention, retirement and release of staff in line with organisational requirements and policies, and ethical and legal considerations

-Current and future demand and supply of skills; identifying and assessing the role of employment market competitors; key national and international employment market and demographic trends; positioning an organisation in the market; ensuring that the organisation remains competitive in its major employment markets having regard to organisational

Page 7 of 12

Back to Contents


2.2 Propose and evaluate ways in which long and short-term resourcing and talent planning can be carried out

2.3 Explain and evaluate the Human Resource Planning Process

RTMD LO 2 (pc 2.1-3)

objectives, resource constraints and the need to enhance flexibility.

-Identifying the implications of employment markets trends; the concept of scenario building and planning, the tools and techniques of scenario construction, developing scenarios and resourcing strategies

-Human Resource Planning models and techniques; measures and techniques of HRP, internal and external factors affecting the HR planning process; reconciling demand for and supply of skills; managing skills shortages; models and forms of flexibility; internal labour market analysis and enhancing internal capabilities through job design, engagement and commitment strategies and effective absence management.

4.1 Explain theoretical perspectives of learning and talent development.

5.1 Analyse the environmental context of employee resourcing and talent management and development

5.2 Evaluate learning and talent development

40 -Strategic management and its application

in learning and talent development; the

notions of HRD, Strategic HRD and Critical

HRD and their connections with learning

and talent development, contemporary

issues in HRD

-Contextual historical, economic, social, cultural, sector and organisational factors that influence policy and practice of resourcing and talent management.

The role and influence of external factors such as economic and legislative conditions and internal factors such as organisational plans and priorities, learning climate and resource availability on learning and talent management and development

-Methods of evaluation- ROI, value added and stakeholder satisfaction, stakeholder theories and models of stakeholder analysis, specifying and analysing the role of stakeholders in identifying learning and development needs, notions of power and models of analysing sources and application of power including sources of power inequalities, ethics, equality and diversity, notions of professionalism and professional practice

Page 8 of 12

Back to Contents


4.2 Evaluate the processes and practices of learning and talent development

LTMD LO4 (pc 4.1-2), LO 5 (pc 5.1-2)

-Formal and informal learning and talent development interventions and methods, application of a range of learning theories; factors determining and influencing learning and development plans, design of learning and talent development plans and programmes; producing business plans and business cases; allocation and management of resources; budget planning and control; skills associated with facilitating learning of groups and individuals, selection and management of third party suppliers

Structure and Format

Relevance to the tasks, professional tone and format of response (2 marks).

Harvard Referencing (8 marks)

In-text citation

Bibliography, listed correctly and correlates to references made

Accurate, correctly-formatted footnotes

Integration of: supporting concepts, frameworks, critical thinking.

10

Total Mark 130

Page 9 of 12

Back to Contents


Task 2: Employee Relations This task constitutes 35% of the overall mark. 10% of the overall marks for any task must be given to

‘Structure and Format’. Marks will be deducted where calculation methodology is incorrect.

1. Critically evaluate theoretical perspectives on employee relations and the impact of changing

global and national contexts on employee relations.

ER LO1 (pc 1.1-3) LO 2 (pc 2.1-3)

2. For selected organisations, critically evaluate the importance of employee relations for

organisational performance

ER LO 3 (pc 3.1-2)

Task 2 Word Count (formal report) 2400 words maximum

Page 10 of 12

Back to Contents


Task 2 – Assessment Criteria and Mark Scheme Assessment Criteria Marks

allocated Comments Mark

Given

Critically evaluate theoretical

perspectives on employee relations

and the impact of changing global and

national contexts on employee

relations.

1.1 Evaluate theoretical perspectives of employee relations

1.2 Assess the impact of environmental factors on employee relations

1.3 Evaluate the role of employment law in employee relations

2.1 Evaluate the role of government in employee relations

2.2 Assess how changes in trade unionism have affected employee relations

2.3 Evaluate the role of management in employee relations within an organization

ER LO 1 (pc 1.1-3) LO2 (pc 2.1-3)

40

-Employee and employer expectations of the employment relationship;

Theoretical perspectives; unitarist, pluralist and radical perspectives and the implications for the employment relationship and management style; individualism and collectivism; conceptualising the employment relationship; the psychological contract

-The changing economic, social, political and technological environment and its impact on employment relations

-The role and impact of employment law in resolving the different types of industrial conflicts and disputes

-The role of government in shaping the agenda for employee relations as an employer and economic and fiscal regulator; the role of State Agencies e.g. ACAS, CAC; types and forms of legal intervention and regulations in employment relations

-The history and development of trade unions; objectives of trade unions; union growth and decline, impact of changes on employee relations

-Management styles and philosophies in employment relations (e.g. Jack Welch’s fire the bottom 10% approach, Google’s approaches

Page 11 of 12

Back to Contents


For selected organisations, critically

evaluate the importance of employee

relations for organisational

performance

3.1 Evaluate the integration of employment relations processes and their impact on organizational outcomes

3.2 Evaluate the concept of employee participation and involvement in decision making process

ER LO 3 (pc 3.1-2)

24

-Developing employment relations strategies, policies, plans and procedures; the procedures an organization should follow when managing a conflict situation, legal and contractual requirements

-Methods to gain employee participation

and involvement; benefits and limitations

of different forms of employee voice;

interpersonal skills of handling and

encouraging employee participation,

handling disciplinary, grievance and

redundancy disputes: employment relations

and other management activities e.g.

managing change.

Structure and Format

Relevance to the tasks, professional tone and format of response (2 marks).

Harvard Referencing (8 marks)

In-text citation

Bibliography, listed correctly and correlates to references made

Accurate, correctly-formatted footnotes

Integration of: supporting concepts, frameworks, critical thinking.

6

Total Mark 70

Page 12 of 12

Back to Contents


Assessment Criteria for All Assessments Marks Criteria 70-100 The answer submitted has an outstanding result with negligible amount of mistakes.

The answer shows an appreciative level of knowledge and clear understanding of related models, theories and frameworks. Analytical techniques used show the wide area of knowledge the learner has.

The ability to apply and contextualise the models, theories and frameworks is clearly recognisable.

The analysis and the use of research data, as well as the ability to use the data to reach acceptable and accurate conclusions, is exceptional.

Answers show independent thought and clarity of the learner has led to an overall focused and evaluative answer.

The answer has followed proper Harvard referencing.

60-69 The answer shows an above average standard with few errors.

The answer shows a decent level of knowledge and fairly clear understanding of related models, theories and frameworks. There is a very good level, and use of, analytical techniques that is obvious throughout the answer.

The ability to apply and contextualise the models, theories and frameworks is of a good standard.

The analysis and the use of research data, as well as the ability to use the data to reach acceptable and accurate conclusions, is above average level.

Answers show independent thought and clarity of the learner answer has led to an overall focused and evaluative answer with little inconsistency.

The answer has followed proper Harvard referencing.

50-59 The answer shows an above average standard with errors.

The answer shows a general level of knowledge and a fairly clear understanding of related models, theories and frameworks. There is a good level, and use of, analytical techniques that is obvious throughout the answer.

The ability to apply and contextualise the models, theories and frameworks is of a reasonable standard. However, the link between theory and practical knowledge appears to be restricted/limited.

The answer shows more assumptions than conclusive deductions/evidences and valid arguments. However, the ability to interpret and evaluate is evident.

Answers show independent thought and clarity of the learner answer has led to an overall focused and evaluative answer with some inconsistencies.

The answer has followed Harvard referencing at an acceptable level.

40-49 There are several shortcomings throughout the answer.

The knowledge level reflected in the answer is limited, especially in understanding of related models, theories and frameworks.

The case material has been repeated instead of evidencing knowledge.

The use of analytical techniques is inadequate.

A certain level of relevance is evidence in Harvard referencing.

30-39 Answer submitted is quite weak and lacks proper focus.

The answer shows a number of spelling errors and/or poor grammar/syntax.

The lack of understanding in subject knowledge, related models, theories and frameworks is evident.

Contextualisation, interpretation, and evaluation are of a poor standard.

Reflects only basic levels of Harvard referencing.

0-29 Requires more work on answering skills; overall output is well below the required standard. Answer has little relevance to the assignment briefs. Spelling/syntax poor.

Little or no evidence of appropriate subject knowledge.

Use of models, theories and frameworks is quite poor.

Little to no evidence of, and/or unacceptable mistakes in, Harvard referencing.

The overall Pass Mark must be a minimum of 40% when averaging together the marks

obtained for each task. Marks given to each task of the assignment must be an absolute

minimum of 40% of the marks available for that task.

Date post:	12-Jan-2022
Category:	Documents
Upload:	others
View:	3 times
Download:	0 times

EduQual Diploma in Business Management (SCQF Level 11)

Documents