Embed Size (px)
Citation preview
Lord Ashcroft International Business School
Developing Professional Practice and Using Information in HR
Department: Human Resource Management, Organisational Behaviour and Tourism Module Code: MOD001181
Year: 2013/14 Semester: 2
Module Guide
Page 1
Contents Developing Professional Practice and Using Information in HR ................................. 1 1. Key Information ..................................................................................................... 2 2. Introduction to the Module ..................................................................................... 2 3. Intended Learning Outcomes ................................................................................ 3 3.1 Employability skills delivered in this Module ......................................................... 4 4. Outline Delivery ..................................................................................................... 5 4.1 Attendance Requirements ................................................................................... 8 5. Assessment ........................................................................................................... 8 5.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students] . 12 5.2 Submitting your work [Students in all other locations at Associate Colleges] ..... 14 5.3 Marking Rubric and Feedback .......................................................................... 14 5.4 Re-Assessment (resit) ....................................................................................... 15 6. How is My Work Marked? .................................................................................... 15 7. Assessment Criteria and Marking Standards ....................................................... 18 7.1 Specific Assessment Criteria and Marking Rubric.............................................. 18 7.2 University Generic Assessment Criteria ............................................................. 20 8. Assessment Offences .......................................................................................... 23 9. Learning Resources ............................................................................................ 25 9.1. Library .............................................................................................................. 25 10. Module Evaluation ............................................................................................. 27 11. Report on Last Delivery of Module ..................................................................... 28 Appendix 1: Re-Assessment Information ................................................................. 29
Module Guide
Page 2
1. Key Information
Module: Developing Professional Practice and Using Information in HR Module Leader: Jill Baldwin Campus/ Building/ Room: MAB301 Extension: 6858 Email: [email protected] Module Tutors: Ms.Ananthalakshmi- [email protected] Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways via:
the Virtual Learning Environment (VLE)
the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue
Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.
2. Introduction to the Module
This module is designed to enable the learner to develop a sound understanding of the knowledge, skills and behaviours required by human resources (HR) professionals, whether in a generalist or specialist role, and as described in the CIPD HR Profession Map (HRPM). The module embraces the 'thinking performer' perspective and covers the competencies needed by the HR professional in a personal capacity, when collaborating and working with others, and when functioning efficiently and effectively in an organisational context. It will enable learners to assess their own strengths and identify a continuing professional development (CPD) plan, based on the capabilities required for ethical, business-focused and interpersonal professional conduct. It further explores and recognise the strategic importance of the effective management of the human resource and people management and progresses a critical appreciation of the role of HR and the HR professional. The module also argues that HR professionals need to be able to present a viable and realistic case for improvement based on sound work-based research and an understanding of what is considered good practice. This module develops the skills of research and enquiry in order to enable learners to identify appropriate data sources to support an investigation into an area of HR practice. Also to synthesise and apply this data, to critically evaluate the role of HR in business and strategy formulation and implementation, and to prepare and present a business
Module Guide
Page 3
case for improvement demonstrating a critical appreciation for issues identified through the research undertaken. Formative assessment will include activities undertaken within the tutorial workshops to include the preparation of CPD plans and development reviews, the design of small scale research methodology and identification of data sources to support investigations. The summative assessment of a portfolio will be undertaken through the inclusion of products from the formative activities coupled with a report which review of the competencies and contribution of HR professionals and demonstrates the ability to think critically and independently.
3. Intended Learning Outcomes
Anglia Ruskin modules are taught on the basis of intended learning outcomes and that, on successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes.
Knowledge and understanding
1. Identify and scrutinize appropriate HR data sources
2. Deliver through critical reflection and evaluation a clear, business-focused reports on an
HR issue.
Intellectual, practical, affective and transferable skills
3. Explore the efficiency and effectiveness of the affective and transferable skills of the HR
professional
4. Demonstrate a critical appreciation of the contribution CPD can make to the performance
of the HR professional.
5. Apply CPD techniques to construct, implement and review a personal development plan
6. Conduct a small-scale piece of research. Critically analyse and evaluate the findings and
be able to draw meaningful conclusions and evaluate options for change.
Module Guide
Page 4
3.1 Employability skills delivered in this Module
It is important that we help you develop employability skills throughout your course which will assist you in securing employment and supporting you in your future career. During your course you will acquire a wide range of key skills. In this module, you will develop those identified below:
SKILL Skills acquired in this module
Communication (oral) x
Communication (written) x
Commercial Awareness x
Cultural sensitivity
Customer focus x
Data Handling x
Decision making x
Enterprising x
Flexibility x
Initiative x
Interpersonal Skills x
Leadership/Management of others
Networking
Organisational adaptability x
Project Management x
Problem Solving and analytical skills x
Responsibility x
Team working
Time Management x
Other
Module Guide
Page 5
4. Outline Delivery
Wk Lecture Seminar/Workshop Student-managed learning
1
Introduction to the Module HR Context and Contribution Adding Value and Business Savvy CIPD’s Thinking Performer
Higgins, P. & Zhang, L. 2009. The thinking styles of human resource practitioners. Learning Organization. 16 (4) p. 276-289. CIPD. 2012. Business Savvy: Giving HR the Edge.
Taylor & Woodhams (2012) Chapter 1 Studying HRM Chapter 4 pages 75-83
2
Data Analytics Identifying research
Why don’t Business leaders see HR as integral to strategy? What data does HR collate? What can be done with this data? Strategy as Revolution. (P83 activity)
CIPD Podcast 77 Taylor & Woodhams (2012) Chapter 5 Hamel, G., 1996. Strategy as Revolution. Harvard Business Review. 74 (4)
3
Types of data: Quantitative & Qualitative Primary & Secondary Data Sources of Data
Research and Review sources of data relating to Case Study 1: CIPD (2010) Talent resourcing and retention in Asia. Available at: http://www.cipd.co.uk/hr-resources/survey-reports/talent-resourcing-retention-asia.aspx Michael Page International., 2012. Employee Intentions Report: Malaysia 2012. Available at: http://www.michaelpage.com.my/websitepdf/Malaysia-Employee-Intentions-Report-2012.pdf
Taylor & Woodhams (2012) Chapter 5
4
Research Approaches & Design Data Collection Methods Analysing Data & Drawing Conclusions Presenting Information to Stakeholders
Designing methods of data collection The Advantages and Disadvantages of these How do we analyse data? Case Study
Taylor & Woodhams (2012) Chapter 5 Continue your search of sources of literature to inform case study 1.
Module Guide
Page 6
5
Assignment Tutorial: Case Study 1 Literature Review – Critical Evaluation of your sources of literature for case study 1.
Assignment Plan for Case Study 1
6
Customers, Stakeholders and Professionalism Codes of Conduct & Ethics Self-Management at work and the skills of the HR Professional
What are the skills of the HR professional? Job adverts for HR Managers, groundwork for case study 2
Taylor & Woodhams (2012) Chapter 4 Lester, S., 2009. London: Institute for Learning. Available at: http://www.ifl.ac.uk/_data/assets/pdf_file/0017/6803/dr-lester-professional-article-may09.pdf Yemm, G., 2008. Influencing Others – a key skill for all. Management Services. 52 (2) pg 21-24
7
HRM Behavioural Map Job Requirements of HR professional
CIPD (2011) The HR profession map available on the CIPD website: http://www.cipd.co.uk/hr-profession-map/my-hr-map.
Taylor & Woodhams (2012) Chapter 6
8
Reflective Practice & CPD CIPD (2011) What is CPD? Available at: http://www.cipd.co.uk/cpd/aboutcpd/whatiscpd.htm CIPD (2012) CPD Guidance and Support. & CPD online Available at: http://www.cipd.co.uk/cpd/guidance https://www.cipd.co.uk/cpdonline/
Taylor & Woodhams (2012) Chapter 6
9
Career Management & PDP Self Analysis through a personal SWOT
Taylor & Woodhams (2012) Chapter 6
Stringer, R. & Cheloha, R., 2003. The power of a development plan. Human
Module Guide
Page 7
Resource Planning. 26(4), p.10-18.
10
Assignment Tutorial – Case Study 2 & PDP Writing a Professional Development Plan Assignment Plan for Case Study 2
11
Writing up Portfolio
12
Module Review & Assignment Tutorials
Module Guide
Page 8
4.1 Attendance Requirements
Attending all your classes is very important and one of the best ways to help you succeed in this module. Research has found a clear correlation between student attendance and overall performance. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (e.g. illness), please contact your Module Tutor. Anglia Ruskin will closely monitor the attendance of all students and will contact you if you have been absent without notice for two weeks. Continued absence can result in various consequences including the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home Office of significant unauthorised absences by any student visa holders.
5. Assessment
The assessment for this module consists of one part. Deadlines for assessments vary.
Part Type of assessment Word or time limit
Submission method
Deadline for assessment
1 Portfolio 3000 Turnitin®UK GradeMark
NO LATER THAN: 2nd May, 2014 by 5pm
Part 1 – Assignment
Mark Learning Outcome
1. Case study 1: questions/tasks
Q1 (20 marks) Q2 (25 marks) and Q3 (5 marks) 50% 1, 2, 6
2. Case Study 2: questions/tasks
Q1 (15 marks) Q2 (15 marks) 30% 3, 4, 5
3. Personal Development Plan (20 marks) 20% 3, 4, 5
TOTAL MARKS 100%
Module Guide
Page 9
Assignment Instructions. You are required to produce a portfolio of evidence which demonstrates that you have achieved all of the learning
outcomes for the module. Your portfolio can be built up gradually during the module delivery and include
a series of tasks given to you during the teaching. The portfolio needs to be made up of the following 3
elements:
1. The three questions/tasks at the end of the case study 1 relating to Capturing and using data to aid
decision-making at Malaysia Inc.
2. The two questions/tasks at the end of the second case study: Developing as an effective HR
professional in the red-hot-food-company.
3. A personal development plan for yourself.
In the portfolio you need to demonstrate your ability to think critically and independently. You also need to
draw on relevant literature and reference this appropriately using the Harvard system to support of your
exploration.
The portfolio carries 100% of the marks for the module and the pass mark is 40%.
Case Study One: Capturing and using data to aid decision-making: Malaysia Inc Malaysia Inc are a medium-sized company located just outside of Putrajaya, and are classed as a
medium-sized organisation. As a consequence of changes in the external environment and specifically
the recent financial crisis, the leadership team are undertaking a review into the organisation. Most of the
leadership team are clear about the importance of their human resources and recognise the loyalty that
some employees have shown over the last 12 months – when they could probably have moved to other
organisations who were offering more money. There are, however, a couple of cynical senior managers
who believe that some of the salaries on offer are too generous and they feel that cost-cutting measures
could and should be introduced. Sky Hee receives an email from the CEO saying that she needs to
provide a report to the leadership team that reflects on the HR aspects of employee performance over
the last year and makes some recommendations on what the organisation should focus on over the next
one to three years. It is clear from the tone of the email that this is a very important report.
Coincidentally, the HR Manager has just finished reading a recent publication entitled Employee
intentions report: Malaysia 2012, and refers to some of the notes taken while reading it:
Module Guide
Page 10
Talent management is becoming increasingly important in the service sector.
Training and development opportunities are crucial.
Professionals are less cautious about their next career move – 40% of the survey respondents
agreed that they would be looking for a new position in the next six months.
Career development is a key motivating factor.
Organisations offering structured development opportunities are particularly desirable.
Gaining a salary increase in the short-term is another key motivator.
Employers will need to offer more competitive market-rate salaries.
Sky Hee has decided that in order to generate a robust and accurate report for the CEO she will have to
undertake some research, so that there are facts and figures to back up the report’s recommendations
and strengthen their credibility.
(Case Study adapted from CIPD, written by Dr. Fiona Robson, Senior Lecturer, Northumbria University) Case Study 1 Questions/tasks: 1. What data should Sky Hee plan to collect, both inside and outside the organisation? You should
identify how this should be collected and include the advantages and disadvantages of your data
collection methods in your answer; you should also identify how this data can be analysed. (20 marks)
650 words
2. Research and review appropriate secondary data that would support Sky Hee’s report, and design a
conceptual framework (utilising at least 3 key articles/concepts) that will give a summary of your
literature review findings. (25 marks) 750 words
3. What key points should Sky Hee cover in the report? A bulleted list in the style of a table of contents is
appropriate to answer this question. (5 marks) 100 words
Case Study 2: Developing as an effective HR professional in the red-hot-food company
Anne has just joined the red-hot-food company as their new HR Manager following the company’s buy
out by a local businessperson (who is now the new Chief Executive). This is a new role – in the past all
HR issues were ‘dealt’ with by the previous Chief Executive whenever problems arose. The new owner
decided that a HR Manager was needed in order to take a more positive and proactive approach to
people management within the organisation, appreciating that people are probably the organisation’s
largest source of competitive advantage.
Module Guide
Page 11
Following a lengthy recruitment and selection process Anne was appointed despite the fact that she had
not worked in a management role before – although she had successfully completed her professional
qualifications and has five years of experience as a training adviser. Anne was very keen to get this job
as it involves setting up a new department from scratch and it will give her plenty of opportunities to
implement new initiatives. During the interview process the Chief Executive gave some clues about her
initial perceptions of the organisation’s key HR issues:
The most recent staff survey found that 75 per cent of staff were happy working in the
organisation.
There have been complaints by departmental managers that the first line managers are
unproductive.
Levels of sickness absence are 50 per cent higher than the national average.
Levels of staffing are not fairly distributed between departments.
There does not appear to be any formal performance management processes in place.
Pay rates don’t appear to be consistent with what is offered by local rivals.
A challenge of being the first ever HR Manager is that a job description doesn’t currently exist... (Case Study adapted from CIPD, written by Dr. Fiona Robson, Senior Lecturer, Northumbria University) Case Study 2 Questions/Tasks 1. Anne has come to you (in your position of Chief Executive) to ask you to give her an outline job
description for her new role as HR Manager. Identify eight responsibilities that you think should be
detailed on her job description. 15 marks (500 words)
2. Anne has consulted the HR profession map and can see how it will be useful to her now and as part of
her ongoing continuing professional development (CPD). She asks you to choose two of the behaviours
that you think she should prioritise over her first three to six months. Justify which behaviours you would
choose (and why) and give some examples of how it will add value to both Anne and the organisation. It
is essential that you refer to the HR Profession Map in your answer. 15 marks (500 words)
Part 3 of the Assessment – Personal Development Plan Create a personal development plan for yourself, which identifies 5 specific areas in your personal and
professional life that you wish to develop. Your plan also needs to provide details of timescales,
resources and costs involved, and how you will measure your success in implementing each of the 5
areas of your plan. (This should be presented in a table thus this does not attract a specific word limit,
although it accounts for approximately 500 words of the portfolio)
Module Guide
Page 12
All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. Any late work 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.
5.1 Submitting via Turnitin®UK GradeMark [Cambridge and Chelmsford students]
You are required to submit your written assignment(s) online via Turnitin/Grademark. Unless stated on the assignment brief, all your assignments should be submitted online. Hard copy assignments handed into the iCentre will NOT be marked. You must put YOUR Student ID number (SID) as the submission title (details below). You will be enrolled automatically to two types of Turnitin class: 1) Grademark Classes entitled by module name, to which you will submit a ONE TIME ONLY final submission; 2) The Originality Report Class to which you can submit multiple drafts for originality checking. The Grademark class page shows the start date (when you can begin submitting work), the due date for your assignment and the post date. All assignments must be submitted by 5pm on the due date. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. The post date is the date when both feedback and provisional results will be posted online. You should follow the detailed instructions provided on the VLE. When you submit your paper, remember to:
a) Keep default (recommended)
b) Enter your first
and last name(s)
c) Enter your SID as the submission title VERY IMPORTANT!
d) Browse to
search for your
assignment file
e) Upload
SID
f) or cancel
Module Guide
Page 13
ONLINE SUBMISSION AND FEEDBACK THROUGH GRADEMARK At the post date you will get your feedback through Turnitin/Grademark. We have implemented this online feedback system to give you the following benefits:
More timely receipt of your feedback;
Better quality feedback;
The ability to hand in your work online;
Reduction in time spent queuing to hand in and pick up your assignments;
The ability to receive marker feedback when it is posted, regardless of your location;
Reduction of both yours and the university’s carbon footprint by no longer printing work.
HOW TO VIEW YOUR FEEDBACK Click on the class that you wish to view and then you will see the assignments for the module listed. Click the blue view button to open up the document viewer. A new window will open and you will see your feedback on the right-hand side of the screen. Or click on the grey arrow to download a copy of your assignment and feedback.
POINTS TO NOTE
1. The due date as seen in eVision is the official submission deadline. Any late work will NOT be accepted and a mark of zero will be awarded for the assessment task in question. Do not leave it until the last minute to submit your work – the system becomes extremely busy and can be slower during the period of the deadline.
2. Grademark final submission classes will become available 10 working days before the final submission date. Be aware that work can only be submitted ONCE to these classes and cannot be removed or changed.
3. All work submitted MUST be entitled by your Student ID number.
4. Any work handed in via the iCentre will NOT be marked.
5. The Originality Report is automatically generated by Turnitin on submitting work. A paper copy of
the originality report is not required.
6. The Originality Report will not be used to make assessment decisions unless concerns arise as to poor academic practice, plagiarism, or collusion. The report may then be considered as part of the normal investigatory procedures undertaken by the academic team and the Director of Studies (again, please see Section 10 of the Assessment Regulations).
7. Re-sits and extensions are also to be submitted via Turnitin. New Turnitin classes will be created for re-sits.
Module Guide
Page 14
8. Full details as on submitting to Turnitin, the Originality Report, and a FAQs list, can be located on the module VLE. If you have experience submission difficulties, please email: [email protected] Furthermore, there is a support VLE site (http://vle.anglia.ac.uk/sites/grademark/laibs/Content/Start.aspx) with videos to show you how to submit your work and to view your feedback.
All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission.
5.2 Submitting your work [Students in all other locations at Associate Colleges]
All student work which contributes to the eventual outcome of the module (i.e. if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted according to your institutions guidelines. Academic staff CANNOT accept work directly from you. Any late work 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.
5.3 Marking Rubric and Feedback
The rubric, shown in Section 7.1 Specific Marking Criteria, will be used to mark 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 member of academic staff through Grademark at Cambridge and Chelmsford. At other locations and Associate Colleges, this is provided through the completion of the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and 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 and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with prompt feedback on all assessed work within a prompt 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 that working days excludes those days when Anglia Ruskin University is officially closed; e.g. between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. On occasion, you will receive feedback and marks for work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed and subject to external moderation and approval. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www.anglia.ac.uk/results.
Module Guide
Page 15
5.4 Re-Assessment (resit)
If you are unsuccessful with the 1st attempt of your assessment, you must complete a re-assessment. As indicated in Section 6.2.7. of the Senate Code of Practice, this is a NEW assessment, you CANNOT re-work the assessment explained in this section. The re-assessment information is given in Appendix 1.
6. How is My Work Marked?
After you have submitted your work or you have completed an examination, Anglia Ruskin undertakes a series of activities to assure that our marking processes are comparable with those employed at other universities in the UK and that your work has been marked fairly, honestly and consistently. These include:
Anonymous marking – your name is not attached to your work so, at the point of marking, the lecturer does not know whose work he/she is considering. When you undertake an assessment task where your identity is known (e.g. a presentation or Major Project), it is marked by more than one lecturer (known as double marking)
Internal moderation – a sample of all work for each assessment task in each module is moderated by other Anglia Ruskin staff to check the standards and consistency of the marking
External moderation – a sample of student work for all modules is moderated by external examiners – experienced academic staff from other universities (and sometimes practitioners who represent relevant professions) - who scrutinise your work and provide Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as external examiners at other universities.
Departmental Assessment Panel (DAP) – performance by all students on all modules is discussed and approved at the appropriate DAPs which are attended by all relevant Module Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different subjects we teach.
This module falls within the remit of the HRM, OB & Tourism DAP.
The following external examiners are appointed to this DAP and will oversee the assessment of this and other modules within the DAP’s remit:
HUMAN RESOURCE MANAGEMENT; ORGANISATIONAL BEHAVIOUR AND TOURISM
External Examiner’s Name Academic Institution Position or Employer
Dr Janet Astley
York St John University Senior Lecturer
Mr Harold Birkett None(retired) Formerly an academic member - Staffordshire
Dr Lynn Nichol
University of Gloucestershire Senior Lecturer
Dr Julia Pointon
De Montfort University Principal Lecturer
Dr Lynne Powell University of Northumbria at Newcastle
Senior Lecturer
Prof Christopher Prince
Birmingham City University Executive Dean
Dr Paul Smith University of Sunderland Associate Dean (Resources & Research)
Dr Nancy Stevenson University of Westminster Principal Lecturer and Programme Leader
Module Guide
Page 16
The above list is correct at the time of publication. However, external examiners are appointed at various points throughout the year. An up-to-date list of external examiners is available to students and staff at www.anglia.ac.uk/eeinfo.
Module Guide
Page 17
Anglia Ruskin’s marking process is represented in the flowchart below:
Student submits work / sits
examination
Work collated and passed to Module Leader
Work is marked by Module Leader and Module Tutor(s)1. All marks collated by Module Leader
for ALL locations2
Internal moderation samples selected. Moderation undertaken
by a second academic3
Unconfirmed marks and feedback to students within 20 working
days (30 working days for Major Projects)
External moderation samples selected and moderated by
External Examiners4
Marks submitted to DAP5 for consideration and approval
Marks Approved by DAP5 and forwarded to Awards Board
Any issues?
Any issues?
Students receive initial (unconfirmed)
feedback
Confirmed marks issued to students
via e-Vision
Ma
rkin
g S
tage
Inte
rnal M
odera
tion S
tage
Exte
rna
l M
ode
ratio
n S
tag
e
DA
P4 S
tage
YES
YES
NO
NO
Flowchart of Anglia Ruskin’s Marking Processes
1 All work is marked anonymously or double marked where identity of the student is known (e.g.in a presentation)
2 The internal (and external) moderation process compares work from all locations where the module is delivered
(e.g.Cambridge, Chelmsford, Peterborough, Malaysia, India, Trinidad etc.) 3 The sample for the internal moderation process comprises a minimum of eight pieces of work or 10% (whichever
is the greater) for each marker and covers the full range of marks 4 Only modules at levels 5, 6 and 7 are subject to external moderation (unless required for separate reasons). The
sample for the external moderation process comprises a minimum of eight pieces of work or 10% (whichever is the greater) for the entire module and covers the full range of marks
5 DAP: Departmental Assessment Panel – Anglia Ruskin has over 25 different DAPs to reflect our subject coverage
Module Guide
Page 18
7. Assessment Criteria and Marking Standards
7.1 Specific Assessment Criteria and Marking Rubric
Marking Criteria Marker’s Comments Marks
Case Study 1: Q1
Internal and External Data collection is discussed. Methods of data collection are identified and their advantages and disadvantages are examined. It is clear how this data can be analysed.
/20
Case Study 1: Q2
3 key articles/concepts have been reviewed. A clear conceptual framework has been identified. Use of appropriate supporting academic evidence (e.g. HR data sources, literature) that shows a depth and breadth of research and reading.
/25
Case Study 1: Q3
Identification of clear and realistic key issues to be included in the report.
Presented as a list, such as a table of contents
/5
Case Study 2: Q1
Identification of eight responsibilities that should be detailed on the job description Relevance to the case study Use of appropriate supporting literature that shows a depth and breadth of research and reading.
/20
Module Guide
Page 19
Case Study 2: Q2
Convincing analysis of which behaviours have been chosen. Clear examples of how they add value to both Anne and the organisation. Knowledge and understanding of HRM Profession map Use of appropriate supporting literature that shows a depth and breadth of research and reading. .
/20
Personal Development Plan
A clear and detailed outline of action plan.
Identification of five specific development areas, including timescales, resources, costs and success measures
/20
General Comments Overall
Mark:
/100
Module Guide
Page 20
7.2 University Generic Assessment Criteria
Module Guide
Page 21
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 5
Level 5 reflects continuing development from Level 4. At this level students are not fully autonomous but are able to take responsibility
for their own learning with some direction. Students are expected to locate an increasingly detailed theoretical knowledge of the discipline within a more general intellectual context, and to demonstrate this through forms of expression which go beyond the merely descriptive or imitative. Students are expected to demonstrate analytical competence in terms both of problem identification and resolution, and to develop their skill sets as required.
Mark Bands Outcome
Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)
Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills
Ch
ara
cte
risti
cs o
f S
tud
en
t A
ch
iev
em
en
t b
y M
ark
ing
Ban
d
90-100%
Achieves module outcome(s) related to GLO at this level
Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality and autonomy.
Exceptional management of learning resources, with a higher degree of autonomy/ exploration that clearly exceeds the brief. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional team/practical/professional skills.
80-89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality and autonomy
Outstanding management of learning resources, with a degree of autonomy/exploration that clearly exceeds the brief. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding team/practical/professional skills
70-79% Excellent knowledge base, exploring and analysing the discipline, its theory and ethical issues with considerable originality and autonomy
Excellent management of learning resources, with a degree of autonomy/exploration that may exceed the brief. Structured/accurate expression. Very good academic/ intellectual skills and team/practical/professional skills
60-69% Good knowledge base; explores and analyses the discipline, its theory and ethical issues with some originality, detail and autonomy
Good management of learning with consistent self-direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills
50-59% Satisfactory knowledge base that begins to explore and analyse the theory and ethical issues of the discipline
Satisfactory use of learning resources. Acceptable structure/accuracy in expression. Acceptable level of academic/intellectual skills, going beyond description at times. Satisfactory team/practical/professional skills. Inconsistent self-direction
40-49%
A marginal pass in module outcome(s) related to GLO at this level
Basic knowledge base with some omissions and/or lack of theory of discipline and its ethical dimension
Basic use of learning resources with little self-direction. Some input to team work. Some difficulties with academic/ intellectual skills. Largely imitative and descriptive. Some difficulty with structure and accuracy in expression, but developing practical/professional skills
30-39%
A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Sat-isfies qualifying mark
Limited knowledge base; limited understanding of discipline and its ethical dimension
Limited use of learning resources, working towards self-direction. General difficulty with structure and accuracy in expression. Weak academic/intellectual skills. Still mainly imitative and descriptive. Team/practical/professional skills that are not yet secure
20-29%
Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available
Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension
Little evidence of use of learning resources. No self-direction, with little evidence of contribution to team work. Very weak academic/intellectual skills and significant difficulties with structure/expression. Very imitative and descriptive. Little evidence of practical/professional skills
10-19% Inadequate information base. Inadequate understanding of discipline and its ethical dimension
Inadequate use of learning resources. No attempt at self-direction with inadequate contribution to team work. Very weak academic/intellectual skills and major difficulty with structure/expression. Wholly imitative and descriptive. Inadequate practical/professional skills
1-9% No evidence of any information base. No understanding of discipline and its ethical dimension
No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to team work. No evidence academic/intellectual skills and incoherent structure/ expression. No evidence of practical/ professional skills
0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the
assignment brief (eg: answers the wrong question) and/or related learning outcomes
Module Guide
Page 22
Module Guide
Page 23
8. Assessment Offences
As an academic community, we recognise that the principles of truth, honesty and mutual respect are central to the pursuit of knowledge. Behaviour that undermines those principles weakens the community, both individually and collectively, and diminishes our values. We are committed to ensuring that every student and member of staff is made aware of the responsibilities s/he bears in maintaining the highest standards of academic integrity and how those standards are protected. You are reminded that any work that you submit must be your own. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (e.g. the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Definitions of Assessment Offences
Plagiarism Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but it is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include:
directly copying from written work, physical work, performances, recorded work or images, without saying where this is from;
using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own;
rewording someone else’s work, without referencing them; and
handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s 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
Module Guide
Page 24
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 only happens if you produce joint work to benefit of one or more person and try to deceive another (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
Most of our students are honest and want to avoid committing assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect. You will be able to do tutorials on being honest in your work from the library and other support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism). You can get advice on how to use honestly the work of others in your own work from the library website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal tutor. You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences. All students in Cambridge and Chelmsford are also expected to submit their final work through Turnitin®UK as outlined above. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor, module tutor or other member of academic staff. They will be able to help you and tell you about other resources which will help you develop your academic skills. Procedures for assessment offences An assessment offence is the general term used to define cases where a student has tried to get unfair academic advantage in an assessment for himself or herself or another student. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, an appropriate penalty will be imposed which, for the most serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment offences policy and procedures, see Section 10 of the Academic Regulations at: www.anglia.ac.uk/academicregs.
Module Guide
Page 25
9. Learning Resources
9.1. Library
Lord Ashcroft International Business School [email protected]
Resources Notes
Key text
Taylor, S. and Woodhams, C., 2012 Studying Human Resource Management. London: CIPD.
We will draw heavily on this book. Students are advised to purchase a copy.
Books The books in the list below focus on 2 areas: research methods, the skills needed carry out research and to plan for, and write, a successful literature review and the development of the HR professional through CPD and Reflective Practice.
Brockbank, A. and McGill, I., 1998. Facilitating Reflective Learning in Higher Education, Society for Research in Higher Education. Buckingham: Open University Press. Collis, J. & Hussey, R., 2009 Business Research; A practical Guide for Undergraduate and Postgraduate students. 3rd ed. Basingstoke: Palgrave Macmillan
Farnham, D., 2010 Human resource management in context: Strategy, Insights and Solutions. 3rd edition. London: CIPD.
Horn, R., 2010. The business skills handbook. London: Chartered Institute of Personnel & Development. Megginson, D. and Whitaker, V., 2007. 2nd ed. Continuing professional development. London: Chartered Institute of Personnel & Development. Rees, G. and French, R., 2010. Leading, Managing and Developing People. London: CIPD
Saunders, M. Lewis, P, & Thornhill, A., 2012. Research methods for business students. 6th ed. Harlow : Pearson
Winstanley, D., 2005. Personal effectiveness. London: Chartered Institute of Personnel & Development.
A very useful chapter on secondary data sources Copies in the library plus an e-book copy.
Module Guide
Page 26
Journals
It is important that you draw from material contained in academic journals. These are some relevant titles: Human Resource Development International Human Resource Management People Management Personnel Review
Specific journal articles
Hamel, G., 1996. Strategy as Revolution. Harvard Business Review. 74 (4)
Higgins, P. & Zhang, L. 2009. The thinking styles of human resource practitioners. Learning Organization. 16 (4) p. 276-289 Stringer, R. & Cheloha, R., 2003. The power of a development plan. Human Resource Planning. 26(4), p.10-18. Yemm, G., 2008. Influencing Others – a key skill for all. Management Services. 52 (2) pg 21-24
Yusoff, Y.M., Abdulallah, H.S. and Baharom, A., 2010. HRM effectiveness within the role of HRM department at the large companies in Malaysia. International Journal of Business & Management Science. 3(1), pp1-16
Websites
CIPD (2012) CPD Guidance and Support. Available at: http://www.cipd.co.uk/cpd/guidance CIPD (2012) CPD online. Available at: https://www.cipd.co.uk/cpdonline/ CIPD (2011) The HR profession map available on the CIPD website: http://www.cipd.co.uk/hr-profession-map/my-hr-map. CIPD (2011) Reflective learning. Available at: http://www.cipd.co.uk/cpd/aboutcpd/reflectlearn.htm CIPD (2011) What is CPD? Available at: http://www.cipd.co.uk/cpd/aboutcpd/whatiscpd.htm
Module Guide
Page 27
CIPD (2010) Talent resourcing and retention in Asia. Available at: http://www.cipd.co.uk/hr-resources/survey-reports/talent-resourcing-retention-asia.aspx Lester, S. 2009. London: Institute for Learning. Available at: http://www.ifl.ac.uk/_data/assets/pdf_file/0017/6803/dr-lester-professional-article-may09.pdf Michael Page International., 2012. Employee Intentions Report: Malaysia 2012. Available at: http://www.michaelpage.com.my/websitepdf/Malaysia-Employee-Intentions-Report-2012.pdf
This is useful to support your secondary research for the first case study in the assessment This is useful to support your secondary research for the first case study in the assessment
Additional notes on this reading list Eg. Additional reading will be recommended weekly in class. Link to the University Library http://libweb.anglia.ac.uk/ Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm
10. Module Evaluation
During the second half of the delivery of this module, you will be asked to complete a module evaluation questionnaire to help us obtain your views on all aspects of the module. This is an extremely important process which helps us to continue to improve the delivery 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 section which comments on the feedback we received from other students who have studied this module previously. Your questionnaire response is anonymous. Please help us to help you and other students at Anglia Ruskin by completing the Module Evaluation survey. We very much value our students’ views and it is very important to us that you provide feedback to help us make improvements. In addition to the Module Evaluation process, you can send any comment on anything related to your experience at Anglia Ruskin to [email protected] at any time.
Module Guide
Page 28
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 forwarded to Module Leaders who compiles the results on to one form for use at the Programme Committee and other methods of disseminating feedback to students.
Module Code and Title: MOD001181 Developing Professional Practice & using Information in HR
Anglia Ruskin Department: HRM, OB & Tourism
Location(s) of Delivery: Chelmsford, Cambridge, FTMS Global - Kuala Lumpar, Malaysia, SAM, Trinidad
Academic Year: 2012-13 Semester/Trimester: 2
Enrolment Numbers (at each location): Chelmsford (8), Cambridge (27), FTMS Global - Kuala Lumpar,
Malaysia (10), SAM, Trinidad (60)
Module Leader: Jill Baldwin
Other Module Tutors:
Student Achievement Provide a brief overview of student achievement on the module as evidenced by the range of marks awarded. A
detailed breakdown of marks will be available at the Departmental Assessment Panel.
A pleasing set of marks, that ranged from 21-83% With the majority of marks falling between 50-65% The average marks on the module was 58%
Feedback from Students Briefly summarise student responses, including any written comments
Students particularly liked the relevance to the development of the HR professional and application to HR practice. There were some issues of module leadership and communication across centres, and also delivery issues in Chelmsford, which the students commented upon.
Module Leader/Tutor’s Reflection on Delivery of the Module, including Response to Feedback from Students (including resources if appropriate)
The module assessment has been changed for this delivery, more case study and application to HR data and Professional Practice, to build on the current strengths of the module. The delivery issues and module eladership issues have hopefully been sorted with the appointment of a new module leader.
Developments during the current year or planned for next year (if appropriate)
The module has a new module leader, who is also teaching in Chelmsford.
External Examiner’s Comments State whether the external examiner agreed the marks and/or commented on the module
The external examiner agreed the marks.
Module Guide
Page 29
Appendix 1: Re-Assessment Information
THIS INFORMATION ONLY APPLIES TO STUDENTS WHO ARE UNSUCCESSFUL IN THEIR FIRST SUBMISSION
The re-assessment for this module consists of two parts:
Part Type of assessment Word or time limit
Deadline for assessment
010 Case Study 1500 Resit period: 21st July, 2014
011 Questions 1500 Resit period: 21st July, 2014
Part 010 – Assignment
Mark Learning Outcome
1 Case study 50% 1, 2, 6
2 Questions 50% 3, 4, 5
TOTAL MARKS 100%
Case Study: The Information Systems Department at Fulchester University
Fulchester University is one of the largest universities in the UK, with 30,000 students spread over five
teaching sites. There is an extensive computer network in place, which is managed and supported by the
information systems department. The main functions of the department are to ensure that the network is
operating smoothly, to install and run an up-to-date portfolio of software and to provide a trouble-
shooting service for network users. This is the most extensive and visible of the department’s roles and
involves helping students in the drop-in suites and computer laboratories and the library, and also
teaching, research and administrative staff using the network from PCs in their own offices. The
department is managed by Peter Norris who is based in the university’s central administration block
along with a small team of support staff. The service in the five teaching sites is provided by a team
based at each location. In each case these comprise a team leader, who reports to Peter Norris and
between eight and 10 information systems officers, depending on the size of site. HR services are
provided from a central team at Fulchester and each HR officer (such as yourself) is assigned a number
of departments to deal with. The information systems department has recently become your
responsibility and you have just received this e-mail from Peter Norris:
“Hi, I’m glad we’ve got someone new in HR looking after us, between you and me the last one we had
wasn’t much use. Anyway, I’ve got a problem here in information systems, it seems like every week that
I have to turn up at the 'leaving do' of one of the information systems officers. It’s all very pleasant, I
make my usual speech and have a glass of wine, but with all these people leaving I’m having real
difficulty running a service. I always seem to be a couple of people short at each site, though some sites
are worse than others in that respect. It sometimes feels like I’m welcoming someone to the department
Module Guide
Page 30
one week and handing over their leaving present the next! Mind you, we also lose people with a bit more
experience than that. It’s all down to money of course, and who can blame them, we can’t pay
competitive rates in the university sector and people are bound to go to the private sector where they
can earn more. It wouldn’t be so bad if wasn’t the best ones who leave all the time. They come to us
after their degree with a couple of years' information systems work behind them, we give them some
valuable experience and then they go off somewhere else. Training and qualifications are the big thing in
our line of work, you’ve got to keep at the cutting edge of knowledge otherwise your skills are not
marketable. Mind you, these people probably want a new challenge after a couple of years, I suppose
the work must seem pretty routine once you’ve mastered it, but as we have only one team leader at each
site there is no prospect of promotion. The ISOs who have been here a long time tend very rarely to
leave, in fact as they have reached the top of the pay scale they are actually paid quite well and, given
their skills, it would be hard for them to earn as much elsewhere. The trouble is they are not our best
people, are no longer motivated and, to be honest, drag everyone else down. The other thing is, it is
really difficult to find good new recruits, only last week I interviewed 12 people and none of them were
any good, but we are so thin on the ground that we had take on someone who hasn’t really got the skills
and experience that we need. I know the university is trying to save money by advertising only in the
Evening News, but it doesn’t seem to be working for us. I’m at a loss to know what to do, particularly as
we can’t change the pay rates because they are agreed at national level. Can you come and see me at
9am tomorrow, I could do with some help with this. Regards Peter”
Module Guide
Page 31
Questions to consider. 1. Peter Norris seems to have a pretty clear idea as to the nature, extent and causes of his labour turnover problem. - What information might it be useful for Peter to gather to obtain a reliable and accurate diagnosis and measurement of his problem? - How might he go about collecting this information? 20 marks 600 words 2. Peter seems to be convinced that low pay is the main cause of his turnover problem. - Is this likely to be the whole story? - On the basis of the information in his e-mail, what other factors do you think might have a bearing on this? 10 marks 300 words 3. Given that you can’t change the nationally agreed rates of pay, what other HR interventions might be available to you to enable you to retain key staff? 10 marks 300 words 4. The kind of interventions that you have suggested in your previous answer almost certainly have indirect or direct costs associated with them. But there are costs of doing nothing; how might you estimate them? 10 marks 300 words Adapted from CIPD case study, authored by Ben Lupton, Manchester Metropolitan University
Portfolio section 2:
1. Write a reflective review on the key competencies required of the HR professional. (500 words) 15 marks
2. Analyse the contribution that CPD can make to the performance of the HR professional.
(500 words) 15 marks
3. A personal development plan for yourself, which identifies 5 specific areas in your
personal and professional life that you wish to develop. Your plan also needs to provide
details of timescales, resources and costs involved, and how you will measure your
success in implementing each of the 5 areas of your plan. 20 marks (no word count as
presented in table, but equivalent to 500 words)
