HRM Practice

Department: HRM & Marketing

Module Code: BD41 5035S

Academic Year: 2010/11 Semester: One

Contents
HRM Practice.............................................................................................................1 1. Key Information ......................................................................................................2 2. Introduction to the Module......................................................................................2 3. Intended Learning Outcomes..................................................................................3 On successful completion of this module students will be able to: .........................3 4. Outline Delivery......................................................................................................3 4.1 Attendance Requirements....................................................................................4 6. Assessment Criteria and Marking Standards........................................................10 7. Assessment Offences...........................................................................................12 8. Learning Resources..............................................................................................18 8.1. Library................................................................................................................18 9. Module Evaluation................................................................................................19 10. Module Definition Form.......................................................................................21 11. Report on Last Delivery of Module......................................................................23

1. Key Information
Module/Unit title: Module Leader: HRM Practice Name Andy Collins Campus Cambridge (Coslett 116) Extension 2208 Email: Andrew.Collins@anglia.ac.uk

IMPORTANT MESSAGE FOR ALL STUDENTS IN 2010/11 A very important change to the Academic Regulations which governs the assessment of all modules at Anglia Ruskin and its partner institutions has been introduced 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 this section carefully. All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions 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

The senior HR manager of the future will be concerned with the strategic issues of organisational effectiveness in increasingly diverse and globalised markets where the impact of HRM decisions has major ramifications for the effectiveness of the organisation. This module examines critically the functional approaches to and HRM activities and seeks to develop models which are applicable in the organisational context of rapid change in a competitive environment. The structure of the module will encourage debate not only into the elements of HRM functions and practice but will enable us as a learning community to examine the future role of HRM. During the course of this module we will examine in depth the issues surrounding HRM as a pro-active participant in the management of the successful organisation.

Thus the module will focus on issues such as the relationship between corporate strategy and HRM strategy, the relationship between different functions of HRM Employee Resourcing, Employee Reward, Learning and Development and Employee Relations within the UK HRM legal framework. Whilst we will examine several and often competing models of corporate and HRM strategy it is not with the intent of proposing a one best way of defining HRM strategy. It is rather as an attempt to explore the underlying assumptions of human behaviour and HRM that are implicit in the models under examination. In order to achieve this we will have to, identify the nature of lasting competitive advantage in organisations; organisational philosophies and value systems; areas of legitimate HRM activity; managerial ideologies and the external influences on HRM and 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 Management in terms of how people are managed as part of a complex organisation. Demonstrate an awareness of current issues in HRM theory and practice. Be aware of how the different elements of HRM relate to each other to provide a logical coherent whole. Explore methodologies for measuring the effectiveness of HRM as a value-added activity. 4. Outline Delivery Session Topic Indicative Reading (Torrington, Hall & Taylor) Chapter 1 Chapter 2 Chapters 5, 7 & 8 Chapters 11 & 13

1. 2. 3. 4.

HRM in context Strategic HRM Resourcing the organisation Establishing a performance culture Reading Week

5.

Managing the employment relationship

Chapters 20, 21 & 25

6. 7. 8.

The strategic learning process International perspectives Evaluating the contribution of HRM

Chapters 16 & 18 Chapter 4 Chapter 33

4.1 Attendance Requirements

Attending all your classes is very important and one of the best ways to help you succeed in this module. 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 (eg: illness), please contact your Module Tutor. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in 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 Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders.

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 in all 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 attend all presentations/examinations on the appropriate date etc.). 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 (see www.anglia.ac.uk/mitigation for more information). If you undertake all assessment tasks which form part of the module but you do not pass the module, you will be allowed one further attempt to undertake some or all of the assessment tasks (ie: resit) in order to pass the module. If you do not undertake one or more of the required assessment tasks which form part of the module (eg: you simply do not attend an examination or do not submit a coursework assignment on time etc.) AND this is not explained by a successful claim for mitigation, you will NOT be allowed any further attempt at assessment in the module and are deemed to have failed the module completely.

b)

c)

d)

The assessment for this module takes the form of a 4,000-word assignment . This assignment has two purposes, one as a mechanism for individual learning where the individual 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 module content, the specific learning outcomes identified and the ability to sustain high level conceptual argument. The assignment marking criteria reflect the level of work undertaken as a postgraduate and are concerned to reflect both breadth and depth of conceptual argument. This in turn reflects the notions of the postgraduate in terms of developing independent critical thinking, self-reflection, insight, and the development of professional practice.

ASSIGNMENT INSTRUCTIONS
Module Title: Human Resource Management Practice Level: Semester: 4 One

Module Code: BD415035S Academic Year: Module Leader: Instructions: Word Limit: 2010/11 A. Collins Answer the following question. 4000 words

Written assignments must not exceed the specified maximum number of words. All assignments which do so will be penalised. The penalty will be the deduction of 10% of the maximum marks available (i.e. 10%). Assignments will not 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 has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. Further details: This assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission.

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

Assignment Question: Answer one question

Either; Consider an organisation that you are familiar with, & with reference to associated theory & practice, critically assess the approach that is taken to strategic HRM. Evaluate the extent to which that approach has contributed to organisational effectiveness. Or; Using associated theories & concepts in this field, evaluate key ways in which an organisation can ensure that people management practices are strategically aligned. How might the extent of this alignment be assessed?

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. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet . 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 on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not 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 member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the modules 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 feedback on all assessed work within 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; eg: 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. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc.). Any work which is not collected by you from the Faculty within this timeframe 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 other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskins staff act as external examiners at other universities. 8

On occasion, you will receive feedback and marks for pieces of 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 as the processes described above for the use of external examiners will not have been completed. 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.

6. Assessment Criteria and Marking Standards

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 4 Assessment criteria by level Generic Learning Outcomes
(Academic Regulations, Section 2)

70%+
Achieves module outcome/s related to this GLO at this Level of Study DISTINCTION As MERIT but showing independence of thought, a high level of intellectual rigour and consistency.

60-69%
Achieves module outcome/s related to this GLO at this Level of Study

Marking standards (by mark band) 50-59% 40-49%

Achieves module outcome/s related to this GLO at this Level of Study PASS Satisfactory knowledge of key issues/ concepts/ ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study PASS Basic knowledge of key issues/ concepts/ ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent. PASS Basic knowledge of key issues/ concepts/ ethics in discipline. Largely descriptive, with restricted synthesis of existing scholarship and little argument. Use of scholarly conventions inconsistent.

30-39%
Fails marginally to achieve module outcome/s related to this GLO Limited information base, understanding or research skills in discipline.

1-29%
Fails to achieve module outcome/s related to this GLO

Characteristics of student achievement per mark band

Knowledge and Understanding

Level 4 (FHEQ level 7) is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

MERIT Good analysis of key issues/ Concepts/ethics. Development of conceptual structures and argument making consistent use of scholarly conventions.

Inadequate information base. Lack of understanding of key issues and/or research skills in discipline.

Intellectual (thinking), Practical, Affective and Transferable Skills

Level 4 (FHEQ level 7) is characterised by an expectation of students expertise in their specialism. Students are semi-autonomous, demonstrating independence in the negotiation of assessment tasks (including the major project) and the ability to evaluate, challenge, modify and develop theory and practice. Students are expected to demonstrate an ability to isolate and focus on the significant features of problems and to offer synthetic and coherent solutions, with some students producing original or innovative work in their specialism that is worthy of publication or public performance or display.

DISTINCTION As MERIT but excellent research skills, independence of thought, a high level of intellectual rigour and consistency, excellent expressive/professional skills, and considerable creativity and originality. Excellent academic/intellectual skills, and considerable creativity and originality

MERIT Good analysis of key issues/ Concepts/ethics. Development of conceptual structures and argument, making consistent use of scholarly conventions.

PASS Satisfactory knowledge of key issues/ concepts/ ethics in discipline. Descriptive in parts but some ability to synthesise scholarship and argument. Minor lapses in use of scholarly conventions

Limited research skills impede use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Team/ Practical /professional skills not yet secure. Weak academic/ intellectual skills. Inconsistent use of scholarly conventions

Inadequate research skills prevent use of learning resources and problem solving. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. Ignorance of scholarly conventions Very weak team/ practical /professional 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 learning outcomes

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7. Assessment Offences
You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 see www.anglia.ac.uk/academicregs) and the Student Handbook. 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 (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of anothers work as your own in order 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 early stages 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 be honest 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 is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: clearly define what being honest in your work and good practice mean, and how you can achieve this; define assessment offences, including plagiarism, cheating and collusion; identify the resources, help and advice available to help you learn the academic 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 assessment offence.

Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources.

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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 the following.

Know the rules. Make sure you reference all of your information sources. Poor practice or dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do. Develop your own style. Sometimes students include too much original text from 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 have taken this from. You must also reference other peoples performances or art in your own work. It fine to use other peoples performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious 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 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 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;

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 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 elses 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 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 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 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 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

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Most of our students are honest and want to avoid making 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 in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using TurnitinUK (a software package that detects plagiarism). You can get advice on how to honestly use 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 have an opportunity to do a formative assignment before you finish and hand in your first summative assignment. A formative assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working 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 your course). You will be able to use TurnitinUK, a special software package which is used to detect plagiarism. TurnitinUK 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 TurnitinUK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other 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 avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see http://web.anglia.ac.uk/anet/students/pdfs/09_student_charter.pdf), it says 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 and has a useful section on plagiarism; make sure that you are familiar with how to reference (acknowledge other peoples work); correctly reference all the sources for the information you have included in your 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 and information 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 work and the Academic Regulations; tell you clearly about the guidance on being honest in your work and any guidelines 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 module guides and student handbooks; include statements on academic honesty in each module guide, making sure they 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 in your 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 that you 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 has tried to get unfair academic advantage in an assessment for themselves or another student. 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, unacceptable and not allowed. We will fully investigate all cases of suspected assessment offences. If we prove that you have committed an assessment offence, we will take action against you using our disciplinary procedures. For full details of what punishments you may receive for assessment offences, see the 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, have independent judgment, academic rigour and intellectual honesty. You should encourage people to ask questions, to show personal and professional honesty, and have mutual respect. You, university teachers and support staff are responsible for working together to achieve this aim.

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References Adapted from Scott, M, (2000), Academic Misconduct Policy. A model for the FE Sector. (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 personal database 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
Key Text

Notes

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

FOOT. M and HOOK. C (2008) Introducing Human Resource Management (5th edition): Prentice Hall GIBB. S (2008) Human Resource Development: Process, Practices & Perspectives, Palgrave McMillan HENDERSON.I (2008) Human Resource Management for MBA Students, CIPD LEOPOLD, J., HARRIS, L. and WATSON, T. (2005) The Strategic Managing of Human Resources. Harlow: Prentice Hall. MILLMORE, M. LEWIS, P. SAUNDERS, M, THORNHILL, A. and MARROW, T. (2007) Strategic Human Resource Management. Harlow: Pearson Education. NEEDLE, D. (2004) Business in Context. An introduction to business and its environment. London: Thompson. SISSON, K. and STOREY, J. (2003) The Realities of Human Resource Management. Managing the Employment Relationship. Maidenhead: Open University Press. ULRICH. D and BROCKBANK. W (2005) The HR Value Proposition: Harvard Business School Press
Journals .

Academy of Management Journal Business Ethics: A European Review Employee Relations Journal Harvard Business Review Human Resource Management Journal Human Resource Management Review International Journal of Human Resource Management

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Labour Market Trends (incorporating Employment Gazette) Incomes Data Services Studies International Journal of Selection and Assessment IRS Employment Review People Management Personnel 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 AIBS Diana Garfield (diana.garfield@anglia.ac.uk) extn 3192

9. Module Evaluation
Towards the end 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 studies this module previously. Your questionnaire response is anonymous and you will receive a summary in eVision 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 very important to us that you provide feedback to help us make improvements.

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In addition to the Module Evaluation process, you can send any comment on anything relate to your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.

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10. Module Definition Form Module Code: BD415035S

1. Module Title: maximum 100 characters Human Resource Management Practice 2a. Module Leader: Andy Collins 2b. Department:
Human Resource Management and Marketing

Version: 1

Date amended: 04.05.07

2c. Faculty: Ashcroft International Business School

3a. Level: see guidance notes 4 4a. Credits: see guidance notes 15 5. Restrictions None None

3b. Module Type: see guidance notes

Standard

4b. Study Hours: see guidance notes 150

Pre-requisites: Co-requisites: Exclusions: Pathways to which this module is restricted:

BD415004S HRM Strategy in a Competitive Environment BD415007S Integrated HRM 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

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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 Intellectual, practical, affective and transferable skills 8. Learning Activities Learning Activities

1. 2. 3. 4.

Critically examine the meaning of HRM vs. Personnel Management in terms of how people are managed as part of a complex organisation; Demonstrate an awareness of current issues in HRM theory and practice; Be aware of how the different elements of HRM relate to each other to provide a logical coherent whole; Explore methodologies for measuring the effectiveness of HRM as a value-added activity.

Hours 18 18 114 150

Learning Outcomes 1-4 1-4

Lectures: Other teacher managed learning: Student managed learning: TOTAL 9. Module Assessment
Method Assignment Learning Outcomes 1-4

Details of duration, frequency and other comments 3 hour session combining lecture and seminar each week Student directed learning.

% Weighting & Fine Grade (FG) or pass/fail (PF) FG 100%

Qualifying Mark see

guidance notes

Length/duration and other comments

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 Module Please delete as appropriate
This module is delivered over a single semester multiple delivery patterns Yes or No? Y Y Indicate which by deleting as appropriate Semester 1 or Semester 2 Delivery 1 6

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an exceptional delivery pattern

Block delivery

11. Subject: see guidance notes

N6 Industrial Relations

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: 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 the
range of marks awarded. A detailed breakdown of marks will be available at the Departmental Assessment Panel.

Precise data not available, but generally good student achievement. For the semester 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 module was perceived as having a high level of interaction with a range of teaching strategies used good use was made of class handout packs. Students valued the emphasis given to assignment preparation, and feedback provided for draft work was seen as helpful. The overall satisfaction score for this module in the evaluation survey was 7.5 out of 10.

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

A good delivery, and although most students were new to this field of study, a high level of personal motivation was evidenced. A good level of engagement was achieved are most students took a full & active part in group sessions Greater use of personal reading / research, together with completion of draft assignment 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 the
module

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

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