| Category | Dissertation | Subject | Management |
|---|---|---|---|
| University | Oxford Brookes University | Module Title | HOTO5007 Managing People |
| Word Count | 2,000 words (+/-10%) |
|---|---|
| Assessment Title | Module Handbook |
| Academic Year | 2024-25 |
The purpose of this Module Handbook is to provide you with specific information that underpins the design, delivery and management of this module. It is your responsibility to familiarise yourself with the contents of this Module Handbook and to talk to your seminar tutor if you have any questions.
This isn’t the only handbook available to you. Alongside this handbook, you will also have access to the Institutional University Handbook, which will provide you with information that is central to your studies, including policies and regulations, student support and wellbeing and all the services available to you through Student Support.
You will also be given a Programme Handbook which will detail the design, delivery principles and management of your programme. It will also provide you with an overview of your key contacts for your programme of study and list all the modules you will be / might be studying throughout your award.
This module is one part of a coherent package of modules that all contribute to the achievement of your programme learning outcomes (see your programme handbook for details) and to your student learning journey at Oxford Brookes.
As well as developing subject-specific knowledge, this module contributes to one or more or our core programme design commitments as part of our Education and Enterprise Strategy, specifically,
This module builds upon tools, techniques and knowledge gained through personal development modules in the first year (Level 4) learning, to enable students to identify and analyse the characteristics of managing people in Tourism, Hospitality and Events labour markets. In addition, students will gain knowledge of theory and practices associated with managing culturally diverse people and workforces in these sectors. It will require students to evaluate critically contemporary people management theoretical approaches utilising a range of independently researched evidence to support their arguments. This will include an analysis of relevant theoretical propositions as they apply to the nature of (international) organisations and of work within a range of (international) Tourism, Hospitality and Events sectors. Students will also be required to engage with current debates concerning the diversity and inclusion, culture and cultural differences and ethical management of diverse workforces in Tourism, Hospitality and Events.
The outline syllabus of this module is:
This module is assessed by 100% Coursework. See the Assessment section in Moodle for additional supporting information. The pass mark for this module is 40. The single component of assessment for this module is: Coursework 1: Written assignment (individual)
The module is delivered through lectures and seminars, and there is a blended element available on Moodle. A major feature of the module is the use of tourism, hospitality and events business/company case studies to exemplify real scenarios of management specific segments of ‘employees’. These require seminar discussions which are assessed formatively and used to produce an individual case study report on a contemporary people management issue, including core and peripheral resource models, such as (but not limited to): scarce resources (chef, waiting staff), volunteers, zero-hours contracts, diverse workforce, out-sourced/contract workers. This module will also stimulate discussion on cultural management, equal opportunities (EO), inclusivity and diversity management (DM) theory and practice. Students will have opportunities to:
This module is assessed 100% through coursework. There is only one assessment, which is an individual written report where students create an individual case-study report as described above.
All assessed tasks align with the stated learning outcomes and Brookes’ Attributes. In this module, the coursework is designed to allow students to develop their academic and research literacy. The central focus on applied, real-life case study scenarios across specific sectors engages them with the Brookes attribute of active citizenship. Further, the case
study report enhances students’ critical self-awareness and personal literacy, and digital and information literacy.
Your learning activities should be allocated as follows:
Moodle
All the foundational and core information you need for this module can be found on Moodle/HOTO5007.
You must check Moodle Weekly!
Please see the Talis Reading List for the full suggested reading list for HOTO5007 Managing People in International Tourism, Hospitality, & Events (ITHE), including books, journals, and other key sources. See the Business Librarians' support for Business subjects.
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Unit Number |
Unit Description |
Weeks |
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1 |
Exploring Managing People Theory |
1, 2, 3 |
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2 |
Organisations and employment environments in international T, H, & E |
4, 5, 6 |
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3 |
(S)HRM policies, practices and programmes in T, H, & E |
7, 8, 9, |
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4 |
Culture, Diversity & Inclusion (& consolidating learning) |
10, 11, (12) |
|
WK |
UNIT |
LECTURE (Live, on campus) |
PRE-SEMINAR ACTIVITIES |
SEMINAR (Live, on campus) |
POST SEMINAR (CASE STUDY) ACTIVITIES |
|
1 |
Unit 1: Exploring managing people theory |
TOPIC: Introduction to the module and case study assessment; How and why ‘THE’ is different from other sectors. |
● See weekly Moodle task/s ● Come prepared to discuss: 1. Context of the T, H, and E sectors 2. Managing people in THE sectors 3. Who manages people? |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
● Start researching the case study organisation and sector, e.g. labour market and employment norms. ● Research and start compiling contextual data and information about the organisation and the sector. |
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2 |
Unit 1: Exploring managing people theory |
TOPIC: Theoretical models of Strategic Human Resource Management (SHRM) including ‘best practice’, ‘best fit’ and ‘resource based view’ and the impact of these on people management |
● See weekly Moodle task/s ● Contribute to any Moodle Discussion forum (as advised) ● Come prepared to discuss: 1. Personnel Management vs SRHM 2. Difference between hard and soft HRM |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
● Continue research and choose the case study organisation and sector (either, T, H, or E). ● Continue compiling contextual data and information about the organisation and the sector. |
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3. Summarise ‘best practice’, ‘best fit’ and ‘resource- based view’ |
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● Start considering the contemporary people management issue from each week’s topic |
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3 |
Unit 1: Exploring managing people theory |
TOPIC: “Small is beautiful” - Managing people in SMEs and temporary, ‘pulsating’ organisations |
● Read ‘Essential’ article (see Moodle) ● Contribute to any Moodle Discussion forum (as advised) ● Come prepared to discuss: 1. How managing people in SMES is different from MNES 2. How do family owned businesses in ‘THE’ differ from other SMEs and their management of people? 3. What is a pulsating organisation? Where do you find them in Intl THE? |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
● Continue research and choose the case study organisation and sector (either, T, H, or E). ● Continue compiling contextual data and information about the organisation and the sector. ● Identify the contemporary people management issue |
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4 |
Unit 2: Organisatio ns and employment environmen ts in international T, H, & E |
TOPIC: core and peripheral workforces in THE - characteristics of UK and international labour markets e.g. scarce resources (chef, waiting staff), volunteers, zero-hours contracts, diverse workforce, out- sourced/contract workers |
● Read ‘Essential’ article (see Moodle) ● Contribute to any Moodle Discussion forum (as advised) ● Come prepared to discuss: 1. What does core vs peripheral staff mean? 2. Identify, define and characterise different employment markets |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
● Continue research and choose the case study organisation and sector (either, T, H, or E). ● Continue compiling contextual data and information about the organisation and the sector. ● Research the contemporary people management issue |
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available to the organisation 3. How do you manage these markets? |
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5 |
Unit 2: Organisatio ns and employment environmen ts in international T, H, & E |
TOPIC: UK and international employment practices - characteristics of across tourism, hospitality and events sectors - Contemporary employment contracts, pay and relationships by employee types for organisations in THE sectors e.g. scarce resources (chef, waiting staff), volunteers, zero-hours contracts, diverse workforce, out-sourced/contract workers |
● Assessment task review and progress update. ● PREWORK: Come with your questions on any aspect of the assessment. |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
● Continue research and choose the case study organisation and sector (either, T, H, or E). ● Continue compiling contextual data and information about the organisation and the sector. ● Continue researching the contemporary people management issue – what are the links with other topics? |
|
6 |
Unit 2: Organisatio ns and employment environmen ts in international T, H, & E |
TOPIC: Recruitment, selection & retention - characteristics of across tourism, hospitality and events sectors. - How do you find the right fit of employee to the job? What are the selection criteria - quality vs quantity debate; How to retain good staff, whether core or peripheral. |
● Based on lectures 1-5 DISNEY PRESENTATIONS – prework in groups ● Come prepared to discuss: 1. What kind of employment practices can you find in the organisation and sector? 2. What characterises these practices? |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
● Continue researching the sector, organisation, employee segment and managing people issue. ● Perhaps create an overview plan of the work to share in the seminar? |
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3. What does the literature say about managing these employee segments individually, collectively, and as a mixed cohort? |
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7 |
Unit 3: (S)HRM policies, practices and programme s in THE |
TOPIC: ‘Talent management’ and workplace learning and development - Developing a service quality culture in THE |
● Based on the Week 6 lecture. ● Read ‘Essential’ article (see Moodle) ● Contribute to any Moodle Discussion forum (as advised) ● Come prepared to discuss: 1. What are the characteristics of recruitment and selection in the sector/organisation? 2. How do organisations retain employees? 3. How does the organisation get the best quality staff in the right quantity at the right time? |
● Assessment formative feedback 1. General feedback to the seminar group 2. Individual queries 3. Class discussion and clarifications |
● Continue to research The Company and sector (either, T, H, or E). ● Continue compiling contextual data and information about the organisation and the sector. ● Continue researching The Challenge – what are the links with other topics? |
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8 |
Unit 3: (S)HRM policies, practices and programme s in THE |
TOPIC: Reward and recognition strategies & systems - contemporary approaches, tools and techniques for managing people and the employment relationship |
● FEEDBACK ● The seminar leaders will use this time to provide feedback to students based on their draft plan. ● You will have the opportunity to clarify any individual comments in your formative feedback. |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
● Continue research and choose the case study organisation and sector (either, T, H, or E). ● Continue compiling contextual data and information about the organisation and the sector. |
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● You can also use this time to clarify your understanding of the assessment task. |
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● Continue researching the contemporary people management issue – what are the links with other topics? |
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9 |
Unit 3: (S)HRM policies, practices and programme s in THE |
TOPIC: Performance management and motivation – Employee commitment, engagement, satisfaction, and the 'psychological contract' |
Based on Week 7 & 8 lecture ● Read ‘Essential’ article (see Moodle) ● Contribute to any Moodle Discussion forum (as advised) Thinking about the case organisation, please come prepared to discuss: 1. How is performance managed in the organisation? 2. Does the organisation have any special programmes for talent management? 3. What market information and data do you have about the sector and organisation, regarding reward and recognition? 4. What types of employment relationships can you find in the organisation? 5. Identify real examples of approaches, tools and techniques to manage people at the organisation. |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
● Continue research and choose the case study organisation and sector (either, T, H, or E). ● Continue compiling contextual data and information about the organisation and the sector. ● Continue researching the contemporary people management issue – what are the links with other topics? |
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10 |
Unit 4: Culture, Diversity & Inclusion (& consolidatin g learning) |
TOPIC: A critical evaluation of moral, legal and ethical issues and the cases for and against equal opportunity (EO) and Diversity Management (DM) and other inclusivity initiatives. |
Based on Week 9 lecture ● Read ‘Essential’ article (see Moodle) ● Contribute to any Moodle Discussion forum (as advised)
The Center for Academic Development will run a STUDY SKILLS session. The focus is on critical writing and evaluation skills to create a business case- study report. ATTENDANCE IS CRITICAL. |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
● Continue research and choose the case study organisation and sector (either, T, H, or E). ● Continue compiling contextual data and information about the organisation and the sector. ● Continue researching the contemporary people management issue – what are the links with other topics? |
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11 |
Unit 4: Culture, Diversity & Inclusion (& consolidatin g learning) |
TOPIC: Ethical management of culturally diverse people and workforces in International THE - Includes emotional and aesthetic labour |
Based on Week 10 & 11 lectures Thinking about the case organisation, please come prepared to discuss: 1. What does academic literature suggest are effective ways to manage performance of people? (Taking into account different types of employees, as discussed in Weeks 1-5) 2. Can you define 'psychological contract', and employee commitment and engagement satisfaction? Can you illustrate |
● Seminar Activity (see Moodle pre-work) ● QUESTION: How can you integrate this week’s learning into your assessment? |
✔ You should be finishing your assessment ✔ Use the Turnitin SI% report to improve referencing/writing. ✔ Prepare & attend the Live Revision session in Week 12 and the final formative feedback session in the seminar |
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the differences between each of these concepts? 3. How might these concepts be used in practice for managers? Which SHRM approach might they be particularly suited to and why? What is the basis of moral, legal and ethical issues while managing people at the company? |
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12 |
Unit 4: Culture, Diversity & Inclusion (& consolidatin g learning) |
TOPIC: LIVE REVISION TUTORIAL (with Module Leader)
UPLOAD COURSEWORK 1 (Individual Report) TO TURNITIN BY FRI 1pm, Week 12, Semester 2 |
● Prepare questions and clarifications to discuss any final queries on the individual assessment case study business report ● Your seminar leader will be flexible to use the seminar hour as a whole group, and split you into small groups, and/or have 1-2-1 chats during the seminar hour. |
● Final formative feedback from the seminar leader ● Final questions and clarifications Please note: Tutors cannot read a full or partial drafts. |
❖ Use Turnitin for SI% matches on drafts to improve referencing/writing. ❖ UPLOAD COURSEWORK 1 (Individual Report) TO TURNITIN BY: FRIDAY, 1pm [UK time] Week 12/Semester 2 |
Get the Solution of this Dissertation
Order Non-Plagiarized DissertationThis module follows the principles of the University’s Assessment and feedback policy developed in conjunction with the Student Union, to ensure good practice and transparency in assessment and feedback processes. The Assessment and feedback policy can be found on your Programme’s Moodle site.
Please note: the Institutional University Handbook which will provide you with information that is central to your studies, including policies and regulations, student support and wellbeing and all the services available to you through Student Support. The core information is also available on Moodle via the drop-down menu under ‘Student Help’.
Students are provided with formative feedback on the development of their seminar discussion content on a weekly basis.
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Assessment Component |
Weighting |
Learning Outcomes Assessed |
Submission Date |
Feedback Date |
|
CW#1 |
100% |
All |
1pm, Friday 2nd May 2025 Week 12, Semester 2 |
Semester 2 University results release date |
Please ensure you submit your assignment no later than the deadline set above (these are fixed deadlines, but students may exceptionally secure an extension if last minute untoward circumstances affect your ability to submit on time). Please see your Programme Handbook for more details. Please note the use of this extension is monitored and restrictions in place for overuse. Exceptional circumstances guidance
If there are circumstances preventing you from being able to study and meet the ongoing requirements of this or other modules then please get in touch with your Academic Adviser of Student Support Co-ordinator for advice.
Recommendations for Reasonable Adjustments are made in accordance with the provisions of the Equality Act 2010. These are detailed in Inclusive Support Plans (ISPs) and need to be implemented unless there is a clear rationale for this not being possible, in which case we are accountable as a university for this decision.
Students who have an extension because of an ISP, please contact your Module Leader if you are unclear about your revised deadlines.
If you would like to request a review of your Inclusive Support Plan (ISP) or to have your needs assessed for an ISP, contact the Inclusive Support Service via email: inclusivesupport@brookes.ac.uk
The Blue Marking Card adjustment is only available to students who have an Inclusive Support Plan (ISP) specifying this adjustment. Eligible students who wish to use this adjustment must add a blue card:
Inclusive Support Plan (ISP) extensions of up to 3 weeks are applicable for some students on all assignments in this module. If you have an Inclusive Support Plan you can check the full details of the adjustments, including whether you have coursework extensions, in Student Self Service.
Summary information
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Type of assessment: |
Report - case study |
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Individual or group: |
Individual |
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Component weighting: |
Contributes 100% of the total module grade |
|
Learning outcomes assessed |
All |
|
Submission date: |
1pm, Friday 2nd May 2025 - Week 12, Semester 2 |
|
Feedback date: |
OBU Semester 2 Results Day |
Coursework 1: Written assignment (individual) - case study report (100% weighting) Word count: 2,000 words (+/-10%) excluding Ref List and Appendices
Task Summary: You must produce a professional case-study business report to be used by front-line managers (FLM) who manage people at the case-study company (“The Company”1), within international tourism, hospitality and/or events sectors. To do this you must research, analyse, evaluate, and make recommendations regarding a managing people challenge at The Company. You must identify and take into account the business and employment norms of the tourism, hospitality or events (THE) sectors, as well as using contemporary academic principles.
To mark your assessment your tutors will use the following assessment criteria:
|
Weighting |
Assessment Task (and overview criteria) |
|
50% |
PART A: Theoretical comprehension and application ● Use appropriate and valid research methods to acquire and identify pertinent evidence2 about The Company by gathering and processing relevant strategy and operational data ONLY related to managing people. ● Use business environmental scanning techniques (e.g. PESTEL & SWOT) to analyse the characteristics of labour markets and employment practices across international tourism, hospitality and events sectors, including core and peripheral workforce. ● To analyse and evaluate the managing people challenge for FLMs you must demonstrate your knowledge and understanding of appropriate and contemporary well-established academic theories, concepts, and models (as taught in this module (see Module Teaching and Learning Strategy, Module Learning Outcomes and Module Study Plan Synopsis) and from independent study), to investigate the people management challenge for The Company. |
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● Focus on only ONE of the following FLM areas of activities: 1) Finding (new) employees 2) Keeping employees 3) Managing and improving employees and teams 4) Enhancing diversity, equality and inclusivity conditions |
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30% |
PART B: Make coherent and appropriate recommendations ● Make recommendations to resolve the managing people challenge (as discussed above, in Part A). This will include changes to the current HR strategy, policies, procedures, and/or programme at The Company, as applied by front-line managers (FLM). ● To do this you will need to research and apply a breadth and depth of academic, peer-reviewed theories, concepts and/or models to demonstrate how and why your recommendations are appropriate. ● Demonstrate that you have evaluated and applied a range of alternative proposals for managing diverse, inclusive and culturally varied workforces in International THE. Provide evidence-based arguments to justify your recommendations ● Each recommendation must be SMART [Specific Measurable Achievable Realistic Time-bound]. ● Identify the priority level of each recommendation for the organisation, HR function and/or FLMs. ● Include short-, medium- and long-term interventions ● Outline the intended outcome of each recommendation. ● Produce a timeline for implementation of your recommendations, including start and finish dates (e.g. Year 0 (now), year 1 through to year X). ● Your narrative must be supported by quality evidence3 in the appendices. You should include up to a maximum of five (5) appendices |
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20% |
OVERALL PRESENTATION, INCLUDING. APPENDICES ● Produce a professional, academic business case-study report. See Center for Academic Development for more guidance. ● You must use academic writing to communicate your ideas, including excellent grammar, spelling and punctuation. ● You must identify and (academically) define any relevant academic or other key terms. ● All reports must have page numbers. ● Your report structure should be as follows: ○ Cover page ○ Executive summary (not academic abstract) ○ List of Contents ○ List of Figures ○ List of Tables o 1. Introduction to the report o 1.1 Overview of the relevant sector and The Company o 1.2 Overview of The Company’s current and relevant HR strategy, policies, procedures, and/or programme at The Company, as applied by front-line managers (FLM). o 2.0 Outline and analyse The Challenge (part A criteria) |
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▪ 2.1, 2.2, and other subheadings as appropriate o 3.0 Recommendations (part B criteria) ▪ 3.1, 3.2, and other subheadings as appropriate o 4.0 Summary & conclusion ⮚ Reference List ⮚ Appendices (1-5) |
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REFERENCING & REFERENCE LIST: ▪ Use critical appraisal skills (here) to evaluate a deep and broad range of academic, peer-reviewed (both generic industry and ‘THE’- specific) literature and valid/reliable market data sources (as appropriate/relevant) related/appropriate to managing people in international THE sectors - see Moodle Reading List for initial suggestions. ▪ Any independent study and other online sources should be evaluated using the “CRAAP test”, and therefore be valid and reliable (see here). ▪ Your referencing (see here) should conform to (Oxford Brookes University) Harvard referencing (see here) for in-text citations and presentation of the Reference List (see here). |
Your assignment when submitted should not include your name – we use a system of anonymous marking to reduce the risk of any unconscious bias. For some authentic assessments, there may be an exception to this, so please confirm with your Module Leader.
The authentic and essential requirements for this piece of assessed work are below. This is part of your professional and skills development to produce high-quality and professional- looking documents, as required in business.
If you do not comply with these instructions, the marking will be accordingly adjusted in line with the assessment criteria outlined above.
Whilst we acknowledge that learners will prepare and produce assessments in different ways and at different paces, an indication as to how much time it will take you to prepare, produce, edit and submit this assessment is 50 hours in total. This is split equally into 25 hours for each individual report.
Your final submission document is limited by the following word count:
2,000 words (+/-10%) excluding Ref List and Appendices
The specified word count refers to the main body of the report and does not include the front cover, title page, contents page, executive summary, (Harvard) reference list or appendices. The word count does include headings, tables and in-text citations, but not equations or diagrams. A bibliography is not required.
Assignment(s) on this module will be submitted through Moodle, using the Turnitin tool. You can find these here:
There will be THREE different and distinct dropboxes for each assessment – only two are submission boxes:
PRACTICE SI% drop box - for student use only, to check your Turnitin SI% Report (see Moodle/Assessments). The tutors will NOT be accessing this box or assessing any work from this box.
There is a module practice submission box for each assessment (see #1 above) and this will not be viewed by the module leader, and any work submitted will not be assessed. You should upload a draft version of your assessment to produce a personal Similarity Index % (SI%) report. This should be done well in advance of the submission deadline. These submissions are not returned to the Turnitin repository, i.e. are not stored and therefore should not cause a future match.
2. FINAL submission drop box - for most submissions due on the (stated) submission deadline
The coursework also has a separate ‘final’ submission dropbox (see #2), for the original deadline, as stated.
3. EXCEPTIONAL CIRCUMSTANCES and INCLUSION SUPPORT PLAN (EC/ISP)
FINAL submission dropbox - ONLY for approved extensions
Lastly, anyone with an approved extension (e.g. ISP or EC) will use the ‘ISP/EC’ submission box (see #3 above) for their submission. For all submissions, please take note:
Please follow this naming convention for your final submission file(s) when you upload to Turnitin:
Submission Naming Convention
Please follow this naming convention for your final submission file(s) when you upload to Turnitin:
Once the submission date has passed your module tutors will begin to mark your work. There are a number of phases to this which ensure fairness is maintained across the whole team including a pre-marking calibration meeting, marking and post-marking internal moderation of grades. Following internal moderation, a sample of work is reviewed by the External Examiner for the programme to ensure that the standards applied are comparable to those at other institutions. To read how your work is moderated please go to your programme handbook for details.
Feedback on your work will be provided in a range of ways at various times throughout this module, and different feedback will serve slightly different purposes. Feedback is designed to support your learning and help you to improve subsequent work, so you need to engage and get the most out of the feedback provided.
Please note that feedback is provided throughout the module not just on formally assessed tasks. It will be provided on your work and contribution in class, on the formal assessment tasks and, in some circumstances, during student office hours.
If you would like further information about feedback, or how to use it, please talk to your academic tutor on this module or your Academic Adviser or Programme Lead.
Assessment feedback will normally be provided within 15 working days of submission, or with the University’s semester results release day if a single assessment point. Please note that all marks are provisional until they are ratified by an Examination Committee.
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Assessment Criteria |
Outstanding
85-100% |
Excellent
70-85% |
Very Good
60-69% |
Good
50-59% |
Threshold Pass 40-49% |
Marginal Refer 30-39% |
Refer 0-29% |
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Demonstrate research & conceptual comprehensio n skills (50%) |
Exceptional effort and outstanding quality demonstrated through the individual’s ability to: - Research and select distinctive company data. - produce outstanding compelling and evidence-based arguments - select, logically integrate & synthesise an exceptionally deep and broad range of academic literature. - critically evaluates HRM or SHRM theory - critique EDI context, and theories and make outstanding recommendations |
Excellent effort and superior quality are demonstrated through the individual’s ability to: - Research and select relevant company data. - produce excellent compelling and evidence-based arguments - select, logically integrate & synthesise an excellent depth and width of academic literature. - critically evaluates HRM or SHRM theory - critique of EDI context, and theories and makes excellent recommendations |
Very good effort and quality demonstrated through the individual’s ability to: - Research and select relevant company data. - produce very good, compelling and evidence- based arguments - select, logically integrate & synthesise a very good depth and range of academic literature, far beyond the reading list sources. - Very good analyses of SHRM theory, moving towards critical evaluation - A very good consideration of EDI context, theories |
Good and competent quality demonstration of the: - Ability to research and competently select relevant company data. - Ability to produce good compelling and evidence- based arguments - Selection, logical integration & synthesis of a good and competent range of academic literature, somewhat beyond the reading list sources. - a descriptive and competent analytical review of HRM or SHRM theory - consider EDI context |
Threshold effort and quality. The individual demonstrates satisfactory or limited/marginal evidence of the following: - Weak or partial arguments with description and limited analysis. -Satisfactory or marginal selection, integration & synthesis of academic literature or valid/reliable public domain sources. - Descriptive and basic HRM or SHRM theory and lacking analysis. - Limited acknowledgement of EDI context or theories. - Required appendices are limited in range, |
Little demonstration of effort or quality. The student does not demonstrate the ability to collate suitable data. Limited description of the main company challenge/problem, the job/employee. Lacks analysis, and very descriptive and lacks supporting evidence. Descriptive, partial or weak analysis of academic literature; reliant on web sources and description. Limited knowledge of HRM or SHRM, or EDI theory and context. Appendices are very limited (quality and quantity), |
An unbalanced response to the assignment task. Material of little relevance to the given assessment task. Does not demonstrate effort, nor an understanding of assessment content. Does not demonstrate an understanding of any relevant academic concepts, theories, and models. Irrelevant or no inclusion or acknowledgement of HRM or SHRM and/or the existing EDI landscape Appendices likely to be irrelevant, or not included. |
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- include outstanding appendices |
- include excellent appendices & cross-referenced |
- include very good appendices & cross-referenced |
- include competent appendices as required |
content, or poorly organised. |
irrelevant, and/or illogical. |
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Recommenda tions (30%) |
Exceptional/outst anding level of concise and critical recommendations , which incorporates HRM strategy, policies, programmes and practices. Exceptional/outst anding SMART timeline overview for practical implementation, intended impact, and outcomes. Includes how to evolve and improve the managing people issue. Recommends exceptional/outst anding mitigating actions in the field of SHRM and diversity & inclusion approaches. |
Excellent level of concise and critical recommendations, which incorporate HRM strategy, policies, programmes and practices. Excellent SMART timeline overview for practical implementation, intended impact, and outcomes. Includes how to evolve and improve the managing people issue. Recommends excellent mitigating actions in the field of SHRM and diversity & inclusion approaches. |
Very good level of concise and critical recommendations, which incorporate HRM strategy, policies, programmes and practices. Very good quality SMART timeline overview for practical implementation, intended impact, and outcomes. Includes how to evolve and improve the managing people issue. Recommends very good quality mitigating actions in the field of SHRM and diversity & inclusion approaches. |
Good and competent level of concise and critical recommendations, which incorporates HRM strategy, policies, programmes and practices. Good and competent SMART timeline overview for practical implementation, intended impact, and outcomes. Includes how to evolve and improve the managing people issue. Recommends good and competent mitigating actions in the field of SHRM and diversity & inclusion approaches. |
Satisfactory/margi nal level of concise and critical recommendations, which incorporates HRM strategy, policies, programmes and practices. Satisfactory/margi nal SMART timeline overview for practical implementation, intended impact, and outcomes. Includes how to evolve and improve the managing people issue. Recommends satisfactory/margin al mitigating actions in the field of SHRM and diversity & inclusion approaches. |
Lacks logical or informed recommendations, and does not cover HRM strategy, policies, programmes and practices. Basic or poor overview for practical implementation. Does not include a SMART overview. Excludes intended impact, and outcomes. Does not consider how to evolve and improve the managing people issue. Mitigating actions in the field of SHRM and diversity & inclusion approaches are basic, poor or weak. |
Recommendations and practical implementation considerations are inappropriate, incomplete, or absent. No consideration for future actions in the field of SHRM and diversity & inclusion. |
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Overall professional presentation & Harvard referencing & reference list (20%) |
Exceptional/outst anding quality professional Report. Articulate & fluent academic writing style appropriate to document. Grammar & spelling accurate. Exceptional/outst anding alignment with the presentation guidance (see Module handbook). Exceptional/outst anding referencing is in Harvard format & Reference List & in-text citations are outstanding. |
Excellent quality professional Report. Clear & fluent academic writing style appropriate to document. Grammar & spelling accurate. Excellent alignment with the presentation guidance (see Module handbook). Excellent referencing is in Harvard format & Reference List & in-text citations are excellent. |
Very good standard of professional Report contains academic language and is fluent. Grammar & spelling accurate. Very good high alignment with the presentation guidance (see Module handbook). Very good referencing is in Harvard format & Reference List & in-text citations are very good. |
Well-presented and competent report. Language is mainly fluent. Grammar & spelling are mainly accurate. Good and competent alignment with the presentation guidance. Good and competent referencing is in Harvard format & Reference List & in-text citations are good. |
Acceptable report presentation. Meaning is apparent yet language is not always fluent. Requires more academic writing improvement. Contains grammar and/or spelling errors. Satisfactory/margi nal alignment with the presentation guidance (see Module handbook). Satisfactory/margi nal quality Harvard Referencing and/or Reference List is acceptable with room for improvement. |
Basic or poor report presentation. The language lacks coherency & meaning is unclear. Lacks academic standards of terminology and writing. Frequent spelling/ grammar errors. Template not used. Little alignment with the presentation guidance (see Module handbook). Harvard Referencing and/or Reference List may be largely inaccurate or incomplete. |
Lacks a logical structure. Language is significantly flawed & meaning unclear. Substantial spelling/ grammar errors. Template not used. Poor quality or no alignment with the presentation guidance (see Module handbook). Harvard Referencing and/or Reference List will be inaccurate, incomplete, or absent |
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