ULMS840 Human Resource Management Module Handbook 2024-25 | UoL

Table of Contents

Module Information    
Module Leader and Contact Details    
Module Aims and Learning Outcomes    
How will this module develop my ULMS Graduate skills?    
Teaching and Learning Strategies    

• Face-to-face lectures    
• Face-to-face seminars    
• Supervisory meetings
• Online learning materials    

Assessment Strategy – How will this module be assessed?    

• Type(s) of assessment    

Marking Criteria    
Tips for achieving good marks in assessments    
Feedback to Students    
How can I feed back my views on this module?    
Teaching Programme    
Core and Recommended Reading (use ReadingLists@LIverpool)    
Sign-off    
The Ulms Graduate-Learning to Make a Difference

ULMS840 Module Information

ULMS840 Module Aims and Learning Outcomes

The aims of this module are to:

• Develop strategic awareness, business orientation and a concern with adding value through human resource (HR) practice, all linked to HR professional competence;
• Research relevant topics and write a business report that can persuade key stakeholders in the organisation to change or adopt a particular policy and practice;
• Demonstrate the ability to diagnose and investigate a contemporary business issue from an HR perspective, to locate the work within the body of academic knowledge, to collect and analyse data, to derive supportable conclusions and to make practical and actionable recommendations for change, improvement or enhancement of current practice. The applied nature of the report requires a critically evaluative approach, empirical investigation and analysis and a combination of academic research and business report writing skills;
• Develop and embed their conceptual skills, data analytical skills, ethical awareness, critical evaluation skills, as well as their ability to effectively communicate their research findings to both an academic and practitioner audience;
• Reflect on the implications for professional practice from an ethical, professional and continuous professional development standpoint.

The learning outcomes for this module are:

• Plan, design, and execute a significant individual research project.
• Identify and justify an HR/business issue that is of strategic relevance to an organisation.
• Search, synthesise, critically analyse and discuss existing literature, contemporary HR policy and practice relevant to the chosen issue.
• Compare and contrast the relative merits of different research methods and their relevance and applicability to different situations.
• Undertake a systematic analysis of quantitative and/or qualitative information and present the results in a clear and consistent format.
• Draw realistic and appropriate conclusions and make recommendations.
• Develop and present a persuasive business report (dissertation) in a coherent and structured manner.
• Write a personal development plan

How will this Module Develop my ULMS Graduate Skills?

This module helps students to develop the skills set out in the module specification:

(S1) Adaptability and flexibility – Students will be required to demonstrate flexibility in choosing the best approach to help answer their research questions.

(S2) Problem solving – Research projects must address a specific HR/business issue and apply an appropriate research strategy, design and methodology to address the problem in order to derive clear evidence-based solutions.

(S3) Numeracy – Students who base their dissertation on primary or secondary quantitative data will need to conduct rigorous numerical data analysis.

(S4) Commercial awareness – Students will need to be aware of contemporary HR issues, conduct research on those issues and clearly demonstrate how their research can have a broader impact on organisations or society.

(S5) Organisation skills – Students will be working under strict deadlines to execute their research project.

(S6) Communication skills – Students will be required to present a coherent and rigorous piece of research which stipulates clear aims, objectives and findings. They will also be expected to clearly communicate the results of their research to an academic audience, as well as derive a set of focused practical recommendations for managers and organisations.

(S7) Critical writing and analysis – Students will be able to demonstrate competence in postgraduate study skills, particularly critical writing and analytical skills.

(S8) Critical reflection skills – Students will develop critical reflection skills through writing a reflective account of what has been learned during the project and how this can be applied in the future.

(S9) Life-long learning –Students will demonstrate their professional development so far and how they plan to continue their development through their personal and reflective statements.

(S10) Ethical awareness – Students will be expected to follow strict ethical guidelines in the conduct of their research project.

In addition, the Management School has identified a set of key skills which it expects its students to develop throughout their studies. These are skills which are actively sought by employers and which together form the “ULMS Graduate” (see Appendix A at the end of this module guide).

Teaching and Learning Strategies

Face-to-face Lectures

2 x 2-hour lectures will provide an overview of conducting and writing up an individual HR research project. These sessions will appear on your University timetable and are designed to provide you with the key information needed to complete an academic and HR-focused research project. Lectures will cover:

• The aims and purpose of the module, as well as the learning outcomes
• The different dissertation options
• Conducting a literature review
• Effective research writing– how to situate HR within a broader organisational context
• Appropriate data collection and analysis strategies depending on the Dissertation route selected
• Relevant research ethics considerations
• The nature of the reflective account and Personal Development Plan (PDP) formation
• Tips on managing personal learning

Face-to-face Seminars

3 x 2-hour face-to-face seminars (inclusive of a drop-in session) will take you on a step-by-step journey through the most important stages of the research process, providing support while you engage in relevant practical tasks that will help you to begin engaging with this process. The seminars are included in your timetable and will include practical tasks that help you to:

• Select an appropriate topic and write relevant and useful research questions
• Conduct and write a systematic Literature Review
• Use secondary sources
• Engage in critical reflection
• The third seminar will be a drop-in session to allow you to discuss any questions related to your assignment

Supervisory Meetings

Students will be allocated a dedicated supervisor for their research project, who will provide ongoing support throughout the entire project process. Individual project supervisors will offer support and academic guidance on individual research projects. Three meetings with individual supervisors will be scheduled. Specific dates and times for all meetings must be agreed upon with individual supervisors. It is the student’s responsibility to contact supervisors to find out the dates of these sessions.

A brief outline of the focus of each meeting is provided below, but this is to be discussed with your supervisor. A preliminary schedule is presented in Appendix B, but dates should be agreed on a 1:1 basis with your supervisor.

Meeting one. Dissertation progress review: Review and feedback on 1st draft of Chapter 1 (Introduction) and Chapter 2 (Literature Review)

Meeting Two. Dissertation progress review: Review and feedback on 1st draft of Chapter 3 (Research Methods) and Chapter 4 (Findings)

Meeting Three. Review and feedback on 1st draft of Chapters 5 & 6 (Discussion and Conclusion), and Review of full draft if possible.

Asynchronous Materials

Recordings will be uploaded onto Canvas for students to listen to before the first and second seminars. The online learning materials will provide students with the key information needed to complete an academic and HR-focused research project.

Online Learning Materials

There are many useful resources on Canvas, including recordings, videos, presentations, articles, and books. Students should take some time to look through all the resources available. The online learning materials will provide you with the key information needed to complete an academic and HR-focused research project.

Self-managed Learning is also emphasised and relied upon as a key learning strategy for successful completion of this module. Students need to demonstrate that they are able to work effectively on a project with limited teaching support. While specific difficulties can obviously be addressed by the Module Leader and individual Project Supervisors if and when necessary, the ability to self-manage projects is a key skill for future employment. Students should check Canvas regularly to ensure they are fully informed and up to date with any new reading materials or announcements.
 
You will be given tasks/activities each week so you need to come to the seminar prepared to discuss your ideas and review those of others. Students are expected to participate actively in sessions, and student seminar presentations form an integral part of the input on this module. Discussion questions might be posted on CANVAS, according to current affairs and issues that arise during the module.

Students will be expected to undertake background and follow-up reading, and to access materials via the web and the University’s CANVAS network. Your private study hours should total around 282 hours for this module. Most communication and support for learning will be posted on CANVAS. You should, therefore, access CANVAS regularly.

Your attention is drawn to the support the University provides for your learning via the Study Skills web page. Your Student Handbook (and Study Skills Booklet) also provides advice on the skills required for your assessments (e.g. ULMS Academic Masterclasses and/or KnowHow sessions).

Assessment Strategy – How will this module be assessed?

Type(s) of assessment

Main Assessment

The assessment for this module involves conducting an individual research project and preparing a Master’s level, 7,500-word Dissertation excluding references. This is 100% of the module mark and due on 16th September 2024. Marks and feedback will be released to students following moderation in the Autumn term (around November 2024).

Desk-based Dissertations

For the majority of students, desk-based dissertations are likely to be more feasible given the time frame, restrictions in terms of access to organisations and the essential ethical requirements of organisation-based dissertations. Desk-based dissertations will rely on secondary data and typically take two forms: literature-focused or using data sets.

Literature focused

Literature-focused desk-based dissertations will conduct an in-depth, systematic literature review (SLR), taking into account different perspectives and criticisms of particular theories and models, bringing all this information together to help you answer your research questions.

The table below shows indicative word counts for each section in a literature-focused desk-based dissertation.

Data sets

Desk-based dissertations may also supplement their literature reviews with an analysis of secondary data that is already available on websites such as the UK Data Service. Here, you can use raw data that has already been collected by other researchers to answer your research questions. This can include the use of statistics (from quantitative data sets) or direct participant quotes (from qualitative data sets – e.g. interview transcripts).

The below table shows indicative word counts for each section in a desk-based dissertation analysing existing data sets, but the word count for each section is to be discussed with your individual supervisor.

Organization-based Dissertations

These dissertations involve primary data collection.

These projects are likely to be more time intensive than Desk-Based Dissertations and require a great deal of planning and consideration of essential ethical requirements.

If you intend to conduct an organization-based dissertation it is essential that you gain full approval from your Project Supervisor and contact the module leader prior to engaging in such a project.

Any student commencing such a project without supervisor approval and without contacting the module leader will receive a final project grade of zero and therefore will fail the module and be unable to graduate.

The ethical requirements for organization-based dissertations include (but are not limited to):

1) You must research one or more of the following HRM topics:

• Recruitment and Selection
• Leadership
• Equality, Diversity and Inclusion
• Wellbeing and Work-life interface
• Pay
• Employee voice
• Employee relations/motivation
• Learning, Training and Development
• Teamwork
• Talent management
• Performance management
• Strategic HRM

2) You must apply either surveys or semi-structured interviews as primary research methods. Surveys must be distributed through Qualtrics. Semi-structured interviews must be conducted over the phone or online via Skype.

3) You must complete the ethics test (further information will be available on Canvas), all the relevant participant information and consent documents (appropriate templates will be available on Canvas), gain supervisor approval on all these documents and contact the module leader by 14th June 2024.

4) The table below shows indicative word counts for each section in an organization-based dissertation, but this is to be discussed with your individual supervisor.

How to submit your work: Your Dissertation requires online submission only. You must submit a soft copy via Turnitin on Canvas, which is a plagiarism and collusion detection system. The final Research Report document will be subjected to scrutiny using Turnitin.

To submit via Turnitin, you go to the assessment area for the module on Canvas and you will find a link for the coursework. Click on View/Complete and then on the “submit” icon for the paper. You are then prompted to submit a title for the paper. Use the “browse” button to locate the file you want to submit, and then click “submit”. You will then be asked to confirm that you want to submit by clicking the “Yes, submit” button.”

Marking Criteria

The marking criteria used to assess all dissertations is as follows:

The following are not included in word count:

Reference lists/bibliographies and question titles

Appendices/footnotes - provided these have been used only when necessary. If appendices or footnotes are used excessively, or contain material which should clearly be included in the main body of the essay/report, it is at the markers’ discretion to include these in the word count.

Tables/graphs - provided these have been imported from elsewhere (correctly referenced) and not produced by the student.

Contents pages and front pages of reports

The following are included in word count:

Citations/quotations - this includes the material paraphrased/quoted itself as well as the name, date and page information.

Tables and graphs - if they have been produced by the student.

Will feedback on draft coursework be given? Meetings with your individual supervisor will focus on reviewing your progress so far and providing feedback on drafts of sections. Any work must be sent to supervisors at least one week prior to each meeting.

Weighting of the assessment components: See module specification: Section 33, Assessments

Tips for achieving good marks in assessments

• Ensure you complete the formative assessment (research proposal); and treat it like it is being marked – it will make a good impression with your supervisor
• Build a proactive relationship with your supervisor
• Do read the recommended materials and additional resources given by your supervisor

Learning tips:

• Make use of the material from across the entire course
• Attend all lectures and seminars, regardless of whether the material will be posted online at a later date
• Be aware of how the skills, knowledge and information taught and learnt in this module maps onto the CIPD Profession Map across Core Knowledge, Core Behaviours and Specialist Knowledge

Sample assessment questions/details of where they can be found:

• Example papers, previous students’ dissertations will be uploaded to CANVAS. You will still need to develop an original topic and should not attempt to replicate any of the examples uploaded.

Important information:

• Re-sits
• Penalties – presentation, use of Wikipedia, late submission
• Referencing work
• Marking criteria
• ULMS group work policy
• Exemption from Late Penalties (ELP)

Feedback to Students

Your individual supervisor will focus on reviewing your progress so far and providing feedback on drafts of sections. Any work must be sent to supervisors at least one week before this meeting.

How can I Feed Back my Views on this Module?

Your feedback on the module is welcome at any time. You will be given an opportunity to provide early module feedback informally, and then formally at the end of the module via the formal module evaluation process. The sooner you alert us to any issues you might have the quicker we can resolve them. Please don’t leave it to the end of the module to tell us if you are struggling!

Please be reminded of the ULMS Guidance on Providing Feedback (see your student handbook). Giving constructive feedback is a skill that you will need to develop in the workplace. We welcome feedback that is constructive and specific (it helps us improve), but please remain polite and be aware of the right of every staff member to Dignity at Work. There is lots of evidence of unconscious bias in module evaluation – based on gender, age, race, etc. – so please be aware of this and try to be fair to all staff.

Teaching Programme

Core and Recommended Reading (use ReadingLists@LIverpool)

Core:

The books below are provide useful general advice on research methods, conducting literature reviews, and evaluating secondary sources

• Anderson, V., Fontinha, R., & Robson, F. (2019) Research Methods in Human Resource Management: Investigating a Business Issue (4th Edition). Chartered Institute of Personnel Development: Kogan Page.
• Cherry, G., Boland, A., & Dickson, R. (Eds.). (2017/2023). Doing a Systematic Review: A Studentʹ s Guide. SAGE
• Cassell, C., Cunliffe, A. L., & Grandy, G. (Eds.). (2017). The Sage Handbook of Qualitative Business and Management Research Methods: Methods and Challenges. SAGE.
• Fisher, C. (2010) Researching and Writing a Dissertation for Business Students, Harlow: Prentice Hall. 3rd edition.
• Moon, J. (2000) Reflection in Learning and Professional Development. London: Routledge
• Saunders, M. N. K., Lewis, P. and Thornhill, A. (2009) Research methods for business students, Harlow: Prentice Hall, 5th edition.
• Townsend, K., Loudoun, R., & Lewin, D. (Eds.). (2016). Handbook of Qualitative Research Methods on Human Resource Management: Innovative Techniques. Edward Elgar Publishing.

Additional references and reading materials will be provided during your lectures. However, please remember that you are expected to do your own research and to utilise a wide variety of sources in your report, far beyond that which is recommended here.

Recommended:

• Bell, E., Bryman, A., & Harley, B. (2019/2022). Business research methods. Oxford university press.
• Boland, A., Cherry, G., & Dickson, R. (Eds.). (2017). Doing a systematic review: A student's guide.
  SAGE

The library aims to provide one book per twenty students (with an initial limit of five copies) for essential texts; eBooks will always be purchased where available. However, if more copies/eBook licenses are needed and funds permit, it can purchase extra copies. The Library needs to find out which books are in greatest demand and you can help by taking these steps:

1) Place a reservation on the book. Once you have the book details on the library catalogue screen, click Request. This means as soon as a copy is returned, you will be notified and can borrow it. It also means that library staff are notified of the demand on the book and more copies may be purchased.

2) Place a request through the Get It For Me service. Get It For Me can be used to request books, eBooks, articles and chapters you are unable to get hold of through the Library.

3) Contact the Library Help Desk by email or live chat, talk to staff at the library's information support desks or contact your Liaison Librarian to let us know more copies are needed. The current Liaison Librarian for the Management School is Heather Johnstone heather.johnston@liverpool.ac.uk

The ULMS Graduate-Learning To Make a Difference 

The ULMS Graduate is:

Flexible and adaptable

Our graduates understand that the business world develops and changes quickly, and ULMS will provide them with opportunities to develop the skills needed to be open to the challenges this brings.

A problem solver

Our graduates are provided with opportunities to develop their critical and analytical skills from the day they join the School. By learning to think creatively, to persevere with an issue and to draw on the resources available to them, our graduates approach difficult situations confident that they can reach a successful outcome and make a difference.

Numerate

Maths is an essential element of all of our programmes and our graduates are confident and competent when using numbers to analyse situations, solve problems and make decisions.

Commercially aware

The teaching at ULMS is drawn from the latest business and management research, ensuring that our graduates understand the environment in which they begin their careers.

A team player

Our graduates understand the importance of contributing to a team. By contributing to group work our students understand the dynamics of a team and the importance of individual roles and how each can make a difference to achieving a result.

Organised and able to work under pressure

ULMS graduates learn to manage their time carefully during their studies. Our graduates are motivated to learn outside the classroom and are adept at managing deadlines and dealing with conflicting demands upon their time.

An Excellent Communicator

The ULMS syllabus requires students to demonstrate their aptitude for communicating throughout their studies. Their skills include writing essays, business reports and case studies, giving presentations, listening to and questioning guest speakers and using negotiating and persuasion skills to argue a point during a class debate. Our graduates understand the difference that effective communication can make to a situation.

IT literate

Our graduates understand the importance of IT in the modern business environment and ensure that their digital literacy skills are up-to-date in order to use it successfully. They understand how to prepare and analyse spreadsheets, can write reports and use IT to enhance presentations. They are
 
Appendix A

confident users of electronic databases and are skilled at finding and evaluating appropriate and relevant information from electronic sources.

Internationally Aware

The ULMS teaching and research community is drawn from around the world and our students are exposed to business ideas and cultures from beyond the UK. Many graduates make the most of international opportunities available to them, from participating in overseas exchanges to participating in international inter-university business games.

A lifelong Learner

ULMS graduates understand that the end of their degree programme does not mean the end of their learning journey. Our students understand the importance of continually building skills and knowledge in order to maintain commercial awareness, to be able to follow a flexible career path and to continue to make a difference throughout their working lives.

Ethically Aware

The ULMS teaching, learning and assessment strategy ensures that all graduates are exposed to ideas of business ethics whilst studying and that they have an understanding of the difference business can make in the wider community and across the world.

A leader

We instil our graduates with the confidence to lead others by providing opportunities within the curriculum to debate ideas, present research, solve problems and make difficult decisions.